Evaluation of an Evidence-Based Practice Guide for Increasing Preschoolers’ Prosocial Peer Interactions
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This conceptual paper includes the results of a study evaluating the effectiveness of an evidence-based practice guide for increasing preschoolers’ prosocial interactive behavior with peers. Greater use of the practice was associated with increased positive child behavior. Social validity judgments by the children’s preschool teachers indicated that the practice and its benefits were considered both important and acceptable. The study demonstrated that research evidence can inform practice in ways mirroring findings from empirical investigations. 5 Pages
Authors: Carl J. Dunst, Melinda Raab