Professional development (PD) focused on social, emotional, and behavioral teaching practices has been identified as a critical need for preschool teachers. The Pyramid Model for Promoting Social Emotional Competence is a multi-tiered framework of evidence-informed teaching practices. Previous studies have shown that PD, which includes workshops, implementation supports, and controlled doses of Practice-Based Coaching, is associated with teachers’ improved fidelity of implementation of Pyramid Model practices. Some studies have shown corollary improvements in child outcomes. The present study reports corollary child outcomes from a cluster randomized efficacy trial examining effects of a PD intervention versus business-as-usual (BAU) PD. Ninety-two teachers and 997 children in these teachers’ classrooms, including 250 focal children at elevated risk for poor social, emotional, or behavioral outcomes, participated. Data on social, emotional, behavioral, and other developmental outcomes were collected pre-intervention and post-intervention for all children via teacher-completed rating scales. Data for focal children were collected on social interactions and challenging behavior using an observational coding system and for other developmental outcomes through direct child assessment. Results showed statistically significant and noteworthy effects for children whose teachers were in the PD intervention versus BAU PD for both non-focal and focal children's social skills and challenging behavior. By post-intervention, focal children whose teachers were in the PD intervention condition showed greater rates of social interaction than their peers in BAU teachers’ classrooms. No statistically significant or noteworthy differences were found for other child development outcomes. Mediation of treatment effects based on teachers’ Pyramid Model practice implementation was evidenced for social and behavioral child outcomes. Moderator analyses for select teacher and classroom variables showed differential treatment effects for non-focal children’s challenging behavior in classrooms with higher child-to-adult ratios. Implications for future research and practice are discussed.

专注于社交，情感和行为教学实践的专业发展（PD）被确定为学龄前教师的一项迫切需求。促进社会情感能力的金字塔模型是循证知识的教学实践的多层框架。先前的研究表明，PD（包括讲习班，实施支持和受控剂量的基于实践的教练）与教师提高实施金字塔模型的保真度有关。实践。一些研究表明，儿童结局的必然改善。本研究报告了一项分组随机功效试验的儿童推论结果，该试验评估了PD干预与常规治疗（BAU）PD的影响。这些教师教室中的92名教师和997名儿童参加其中，包括250名处于不良社交，情感或行为结果风险较高的重点儿童。通过教师完成的评分量表，对所有儿童进行干预前和干预后的社交，情感，行为和其他发展成果的数据。使用观察性编码系统收集了重点儿童的社交互动和挑战性行为的数据，并通过直接儿童评估收集了其他发展成果的数据。结果显示，对于非重点和重点儿童的社交技能和挑战性行为，对于教师进行PD干预的孩子，与BAU PD相比，其影响具有统计学意义。干预后，在教师处于PD干预状态的重点儿童表现出比BAU教师课堂上的同龄人更高的社交互动率。在其他儿童发育结局方面未发现统计学上显着或值得注意的差异。根据老师的意见调解治疗效果 处于PD干预状态的教师中，有重点的孩子比BAU老师的同龄人的社交互动率更高。在其他儿童发育结局方面未发现统计学上显着或值得注意的差异。根据老师的意见调解治疗效果 处于PD干预状态的教师中，有重点的孩子比BAU老师的教室中的同伴表现出更高的社交互动率。在其他儿童发育结局方面未发现统计学上显着或值得注意的差异。根据老师的意见调解治疗效果金字塔模型实践的实施证明了儿童的社交和行为成果。主持人对选定的老师和教室变量进行的分析显示，在成人与成人比率较高的教室中，非重点儿童的挑战行为具有不同的治疗效果。讨论了对未来研究和实践的影响。