%0 Journal Article
%@ 2561-6722
%I JMIR Publications
%V 5
%N 2
%P e25086
%T The Sign 4 Big Feelings Intervention to Improve Early Years Outcomes in Preschool Children: Outcome Evaluation
%A Davidson,Rosemary
%A Randhawa,Gurch
%+ Institute for Health Research, University of Bedfordshire, University Square, Luton, LU1 3JU, United Kingdom, 44 1582 743797, rosemary.davidson@beds.ac.uk
%K language development
%K sign language
%K early years outcomes
%K well-being
%D 2022
%7 20.5.2022
%9 Original Paper
%J JMIR Pediatr Parent
%G English
%X Background: Any delays in language development may affect learning, profoundly influencing personal, social, and professional trajectories. The effectiveness of the Sign 4 Big Feelings (S4BF) intervention was investigated by measuring changes in early years outcomes (EYOs) after a 3-month period. Objective: This study aims to determine whether children’s well-being and EYOs significantly improve (beyond typical, expected development) after the S4BF intervention period and whether there are differences between boys and girls in progress achieved. Methods: An evaluation of the S4BF intervention was conducted with 111 preschool-age children in early years settings in Luton, United Kingdom. Listening, speaking, understanding, and managing feelings and behavior, in addition to the Leuven well-being scale, were assessed in a quasi-experimental study design to measure pre- and postintervention outcomes. Results: Statistically and clinically significant differences were found for each of the 7 pre- and postmeasures evaluated: words understood and spoken, well-being scores, and the 4 EYO domains. Gender differences were negligible in all analyses. Conclusions: Children of all abilities may benefit considerably from S4BF, but a language-based intervention of this nature may be transformational for children who are behind developmentally, with English as an additional language, or of lower socioeconomic status. Trial Registration: ISRCTN Registry ISRCTN42025531; https://doi.org/10.1186/ISRCTN42025531 
%M 35594062
%R 10.2196/25086
%U https://pediatrics.jmir.org/2022/2/e25086
%U https://doi.org/10.2196/25086
%U http://www.ncbi.nlm.nih.gov/pubmed/35594062