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ERIC Number: ED515540
Record Type: Non-Journal
Publication Date: 2009
Pages: 241
Abstractor: As Provided
ISBN: ISBN-978-1-1096-9842-8
Head Start Teachers' Perceptions of Implementing Classroom Positive Behavior Support: Insights for Teacher Training
Novetsky, Jason S.
ProQuest LLC, Ph.D. Dissertation, Oakland University
Younger children are demonstrating increasingly more serious problem behaviors (Walker, 1998). The present study concerned further investigation of early implementation of a promising behavior management model known as Positive Behavior Support (PBS). PBS has been shown to be successful in elementary and secondary schools (Metzler, Biglan, & Rusby, 2001; Sadler, 2000; Scott, 2001; Taylor-Green & Kartub, 2000). It also has been found adaptable to early childhood classrooms (Benedict, Horner, & Squires, 2007; Conroy & Brown, 2004; Fox, Dunlap, & Powell, 2002; Stormont, Covington, & Lewis, 2006, Stormont, Lewis, & Beckner, 2005), and, more recently, to Head Start classrooms (Stormont et al., 2006). The current study utilized a training consultation support model to investigate Head Start teachers' perceptions of the implementation of the PBS approach in their Head Start classrooms. Participants' changes in classroom management and responses to children's challenging behavior and how the use of PBS relates to the reduction of this behavior according to the participants were investigated. Following participation in a one-day workshop on implementation of PBS in their classrooms, 5 Head Start teachers completed a demographic survey and implemented PBS in their classrooms for 10 weeks with the assistance of the researcher as a consultant. Subsequently, data were collected in the form of digitally recorded consultation interviews, participants' weekly journal entries, and summaries of digitally recorded exit interviews. Adapted grounded theory techniques were used to analyze participant perceptions and experiences implementing PBS in their Head Start classrooms. The analysis of the Head Start teachers' perceptions and experiences while they implemented PBS found that they made noticeable changes in their classroom management consistent with previous PBS literature, and they documented noticeable changes in the behavior of their students, which they attributed to PBS. The participants also suggested various beneficial aspects of PBS implementation that will add to the PBS literature. They reported numerous challenges they faced while implementing PBS that will aid in future training and implementation efforts. The participants also provided advice to teachers implementing PBS as well as suggestions regarding working with families during PBS implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A