Date of Award

Spring 5-14-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Shirley Johnson


Special Education, Pandemic, Developmental Delays


With increasing pressure on preschool programs and families to ensure students are ready for kindergarten, teaching pre-academic skills have gained increased attention. However, mastery of social-emotional skills is also imperative to kindergarten readiness. As with all skill areas, students enroll in preschool programs with a varying degree of competence in their social-emotional skill level. Programs must adapt their approaches to teaching social-emotional skills and responding to problem behaviors in order to reach all learners. However, not all early childhood staff are prepared to address these growing areas of need. A large portion of research supports the implementation of evidence-based interventions as a method of addressing these key areas of development. This paper will review the literature related to the use of evidence-based interventions with specific emphasis paid to the distance learning during a pandemic and transitioning back to in person learning after Covid 19. This paper will examine what necessary professional development, coaching and consultation are required for early childhood staff to implement these systems with fidelity.

Keywords: positive behavior supports, social-emotional, early intervention, young children, challenging behavior.



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