Publication year
2010
Citation Title
Class-wide positive behavior support in preschool: Improving teacher implementation through consultation.
Journal Name
Early Childhood Education Journal
Journal Volume
38
Issue Number
4
Page Numbers
279-288
DOI
10.1007/s10643-010-0409-x
Summary
Classroom observational data were used to evaluate children’s emotional and behavioral issues following the implementation of the Positive behavior support (PBS) program and teacher consultation within preschool classes. Increased implementation of PBS was found in each of the classrooms following consultation. Child academic achievement increased from baseline through implementation and problem behaviors decreased.
Key Findings
Findings document a clear and immediate increase in teachers’ implementation of universal PBS practices following consultation
Teachers’ implementation of universal PBS practices was evident within each specific skill.
Children were highly engaged in their classes, even at baseline; these high rates of children’s academic engagement were maintained following intervention.
Implications for Military Professionals
Collaborate with professionals in the field to implement PBS in classrooms that serve military children who are struggling with emotional and behavioral issues
Offer staff training and continued consultation regarding the PBS prevention program
Implications for Program Leaders
Offer support groups to military families with children who struggle with emotional and behavioral issues and are having trouble in school
Offer workshops to military parents regarding normative emotional development and how military service can influence this
Implications for Policy Makers
Encourage programs to utilize evidence-based curriculum, such as PBS, when working with military children with emotional and behavioral issues within the classroom
Recommend training for professionals working with military children within the classroom on evidence-based interventions
Methods
Four preschool classrooms within one early childhood education center in southern Nevada participated.
Classrooms were selected based on administrative nominations, teacher interest, and completion of PBS implementation and assessment.
This article focuses on preschool classrooms with primarily civilian children.
Participants
The sample 92 students and each of the four classrooms had two teachers.
Children in the classrooms were between 33 to 63 months of age.
No other demographic data were provided (e.g., gender, race).
Limitations
This study included four preschool classrooms serving children from 33 to 63 months of age within one early childhood education center in southern Nevada. Hence, the selected participants and programs may differ from non-participants in a way that is not measured, but affected the outcome variables.
Researchers may have intentionally or unintentionally influenced the finding (e.g., overlooked unexpected occurrences, asked leading questions).
There was no comparison group, making it hard to attribute changes to the implementation of the PBS program and consultation.
Avenues for Future Research
Test whether consultation represents a more effective alternative to workshop training in support of teachers’ implementation of universal PBS practices and other curricula, especially in classrooms serving military children
Examine whether consultation has an impact on the long-term practices of teachers and staff
Evaluate the effectiveness of PBS within classrooms with military children
Focus
Civilian
Target Population
Population Focus
Abstract
As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood settings.
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