Date of Submission

2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Department Chair

Jessica Glass Kendorski, Ph.D., NCSP, BCBA-D

First Advisor

Richard G. Allen Psy.D, BCBA-D, NCSP

Second Advisor

Virginia Salzer, PhD

Third Advisor

Janna Sanders, PhD, LP, BCBA

Abstract

This exploratory mixed-methods study examined the feasibility, acceptability, and perceived usefulness of the Calm Kitty Curriculum, a classroom-based emotional regulation program for preschool-aged children ages 3–5, delivered through a teacher-facing orientation. Emotional regulation in early childhood is an important foundation for school readiness, social competence, and later academic outcomes. Because children from historically marginalized communities are disproportionately affected by emotional dysregulation and exclusionary disciplinary practices, accessible and developmentally appropriate classroom-based supports are needed. This study represented an initial phase of curriculum development and focused on implementation readiness rather than child-level effectiveness. A secondary data analysis was conducted using previously collected, de-identified data from preschool teachers working in diverse early childhood education settings. Quantitative data were collected using validated implementation measures, including the Acceptability of Intervention Measure and Feasibility of Intervention Measure, to assess teachers’ perceptions of the curriculum and professional development model. Qualitative data were drawn from open-ended survey responses exploring teachers’ experiences, perceived barriers and facilitators, and recommendations for refinement. Quantitative analyses used descriptive statistics to summarize implementation outcomes, while qualitative responses were analyzed using thematic analysis. Findings from both data sources were integrated to provide a comprehensive understanding of the curriculum’s feasibility, acceptability, and usability in preschool classrooms. Results are intended to inform refinement of the Calm Kitty Curriculum and guide future research on implementation fidelity, scalability, and effectiveness. By centering teacher perspectives and real-world classroom constraints, this study contributes to the early development of equitable and practical emotional regulation interventions in early childhood education.

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