Classroom Social Skills Dinosaur Program 1 Running head ...

Classroom Social Skills Dinosaur Program 3
Strengthening Social and Emotional Competence in Young Children—
The Foundation for Early School Readiness and Success:
Incredible Years Classroom Social Skills and Problem Solving Curriculum
The prevalence of problematic behavior problems in preschool and early school-age
children is about 10%, and may be as high as 25% for socio-economically disadvantaged children
(Rimm-Kaufman, Pianta, & Cox, 2000; Webster-Stratton, 1998; Webster-Stratton, Reid, &
Hammond, 2001a). Evidence suggests that without early intervention, emotional, social, and
behavioral problems (particularly, aggression and oppositional behavior) in young children are
key risk factors or “red flags” that mark the beginning of escalating academic problems, grade
retention, school drop out, and antisocial behavior (Snyder, 2001; Tremblay, Mass, Pagani, &
Vitaro, 1996). Preventing, reducing, and halting aggressive behavior at school entry, when
children’s behavior is most malleable, is a beneficial and cost-effective means of interrupting the
progression from early conduct problems to later delinquency and academic failure.
Moreover, strengthening young children’s capacity to manage their emotions and
behavior, and to make meaningful friendships, particularly if they are exposed to multiple lifestressors,
may serve an important protective function for school success. Research has indicated
that children’s emotional, social, and behavioral adjustment is as important for school success as
cognitive and academic preparedness (Raver & Zigler, 1997). Children who have difficulty
paying attention, following teacher directions, getting along with others, and controlling negative
emotions, do less well in school (Ladd, Kochenderfer, & Coleman, 1997). They are more likely to
be rejected by classmates and to get less positive feedback from teachers which, in turn,
contributes to off task behavior and less instruction time (Shores & Wehby, 1999).