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ERIC Number: ED515941
Record Type: Non-Journal
Publication Date: 2009
Pages: 108
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-1130-4
ISSN: N/A
The Impact of Early Childhood Educators on Conduct Problems in Preschool Children
Olson, Erin M.
ProQuest LLC, Ph.D. Dissertation, University of Washington
Teacher response to intervention and unique impact on student outcomes was evaluated. Sixty-three lead and assistant early childhood educators from 14 Head Start programs participated in a randomized-controlled trial in which 40 teachers were assigned to participate in a classroom management program as part of a multicomponent conduct problem prevention program (intervention) and 23 teachers were assigned to participate in the regular Head Start programming (control). Parents of 328 children were also randomly assigned to intervention and control conditions consisting of parent training or regular Head Start. Teachers rated student classroom behavior problems and social competence, while teachers were independently rated on classroom management strategies and observed frequency of positive and negative behavior with students. Teachers also self-reported level of confidence with classroom management and use of positive approaches with parents. Following trainings, intervention teachers demonstrated significant increases in use of positive classroom management strategies and frequency of praise and decreased frequency of negative interactions and critical statements. Lead and assistant teachers did not significantly differ on any measure. Multilevel modeling results indicated that teachers' change in frequency of positive interactions, use of praise, and implementation of positive classroom management strategies uniquely impacted student behavior and social competence outcomes when parent training participation and student baseline ratings were taken into account. These results indicate that classroom management training affects both early childhood educator behavior and student outcomes and is an important component of conduct problem prevention programs. Implications and future research directions are discussed. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A