Abstract
The preschool PATHS curriculum was designed as a universal preschool classroom curriculum to improve children's social-emotional learning and reduce problem behaviors. Purpose: This review examined the published outcome studies (n = 5) of the preschool PATHS curriculum examining social-emotional and problem behavior outcome measures. Method: One randomized control trial, two quasi-experimental designs and two pre-experimental designs met the inclusion criteria and were reviewed. Results: The evidence supporting the preschool PATHS curriculum positively impacting social-emotional competencies is mild to moderate. Evidence supporting the preschool PATHS curriculum as a universal curriculum to reduce problem behavior is sparse and equivocal. Discussion: Early childhood professionals should implement the preschool PATHS curriculum with the understanding that a child's acquisition of social competencies may not readily equate to a reduction in problem behaviors.