Study Evaluating a Cognitive Behavioral Play Intervention for Kindergarten Students with Externalizing Behaviors
Open Access
Author:
Murray, Adah Elizabeth
Graduate Program:
School Psychology
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
May 08, 2015
Committee Members:
Robert Leslie Hale, Dissertation Advisor/Co-Advisor Robert Leslie Hale, Committee Chair/Co-Chair Dr James Johnson, Committee Member Shirley Andrea Woika, Committee Member Cristin Marie Hall, Committee Member
Keywords:
kindergarten externalizing behavior cognitive behavioral play therapy
Abstract:
Children with high rates of externalizing behavior in early school years can be at a disadvantage for the rest of their time in school. These students are likely to experience academic and social difficulties. There are a number of models and approaches to addressing externalizing behaviors in school-age children, ranging from classroom-based curricula to small group interventions. Interventions administered in a school environment offer the opportunity to support children without outside access to mental health services. This study investigated the possible benefits of utilizing a school-based cognitive behavioral play therapy intervention to address externalizing behaviors.
Utilizing a single subject design, two kindergarten students participated in a weekly, eight-week, one-on-one intervention. Externalizing behavior was measured by teacher ratings via the Behavior Assessment System for Children – Second Edition, Teacher Rating Scale – Preschool Form (Reynolds & Kamphaus, 2004). Teachers rated students at baseline, after the intervention, and after a four-week withdrawal phase. Results from teacher ratings were suggestive of short-term improvements in externalizing behavior rates; however, long-term improvement in externalizing behavior was not observed. Results and recommendations for future research based on audio recordings and session notes are also presented.
