<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Schindler, H. S.</style></author><author><style face="normal" font="default" size="100%">Kholoptseva, J.</style></author><author><style face="normal" font="default" size="100%">Oh, S. S.</style></author><author><style face="normal" font="default" size="100%">Yoshikawa, H.</style></author><author><style face="normal" font="default" size="100%">Duncan, G. J.</style></author><author><style face="normal" font="default" size="100%">Magnuson, K. A.</style></author><author><style face="normal" font="default" size="100%">Shonkoff, J. P.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis</style></title><secondary-title><style face="normal" font="default" size="100%">J Sch Psychol</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Early Intervention (Education)/methods/standards/statistics &amp; numerical data</style></keyword><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Child Behavior Disorders/*prevention &amp; control</style></keyword><keyword><style  face="normal" font="default" size="100%">Child social skills training</style></keyword><keyword><style  face="normal" font="default" size="100%">Early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">Externalizing behavior problems</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Meta-analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">prevention</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Jun</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">3</style></number><volume><style face="normal" font="default" size="100%">53</style></volume><pages><style face="normal" font="default" size="100%">243-63</style></pages><isbn><style face="normal" font="default" size="100%">1873-3506 (Electronic)&lt;br/&gt;0022-4405 (Linking)</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Early childhood education (ECE) programs offer a promising mechanism for preventing early externalizing behavior problems and later antisocial behavior; yet, questions remain about how to best maximize ECE's potential. Using a meta-analytic database of 31 studies, we examined the overall effect of ECE on externalizing behavior problems and the differential effects of 3 levels of practice, each with increasing specificity and intensity aimed at children's social and emotional development. In short, we found that each successive level of programs did a better job than the prior level at reducing externalizing behavior problems. Level 1 programs, or those without a clear focus on social and emotional development, had no significant effects on externalizing behavior problems relative to control groups (ES=.13 SD, p&lt;.10). On the other hand, level 2 programs, or those with a clear but broad focus on social and emotional development, were significantly associated with modest decreases in externalizing behavior problems relative to control groups (ES=-.10 SD, p&lt;.05). Hence, level 2 programs were significantly better at reducing externalizing behavior problems than level 1 programs (ES=-.23 SD, p&lt;.01). Level 3 programs, or those that more intensively targeted children's social and emotional development, were associated with additional significant reductions in externalizing behavior problems relative to level 2 programs (ES=-.26 SD, p&lt;.05). The most promising effects came from level 3 child social skills training programs, which reduced externalizing behavior problems half of a standard deviation more than level 2 programs (ES=-.50 SD, p&lt;.05).</style></abstract><accession-num><style face="normal" font="default" size="100%">26054817</style></accession-num><notes><style face="normal" font="default" size="100%">Schindler, Holly S&lt;br/&gt;Kholoptseva, Jenya&lt;br/&gt;Oh, Soojin S&lt;br/&gt;Yoshikawa, Hirokazu&lt;br/&gt;Duncan, Greg J&lt;br/&gt;Magnuson, Katherine A&lt;br/&gt;Shonkoff, Jack P&lt;br/&gt;eng&lt;br/&gt;R01 HD073172/HD/NICHD NIH HHS/&lt;br/&gt;Meta-Analysis&lt;br/&gt;Research Support, U.S. Gov't, Non-P.H.S.&lt;br/&gt;2015/06/10 06:00&lt;br/&gt;J Sch Psychol. 2015 Jun;53(3):243-63. doi: 10.1016/j.jsp.2015.04.001.</style></notes><auth-address><style face="normal" font="default" size="100%">University of Washington, College of Education, Miller Hall, Box 353600, Seattle, WA 98195, USA. Electronic address: hschindl@uw.edu.&lt;br/&gt;Harvard University, USA.&lt;br/&gt;New York University, USA.&lt;br/&gt;University of California, Irvine, USA.&lt;br/&gt;University of Wisconsin-Madison, USA.</style></auth-address></record></records></xml>