ERIC Number: EJ1022234
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: 31
A Demonstration of the Universal Problem-Solving Approach to Address Children's Inappropriate Behavior in Head Start Classrooms
Snell, Martha E.; Voorhees, Mary D.; Walker, Virginia L.; Berlin, Rebecca A.; Jamison, Kristen Roorbach; Stanton-Chapman, Tina L.
Topics in Early Childhood Special Education, v34 n1 p4-15 May 2014
The purpose of this demonstration was to evaluate a universal intervention during teacher-identified routines that were characterized by significant classwide problem behavior. Six Head Start classrooms (seven groups of children, with one classroom divided into two groups) received two workshops and two coaching sessions on universal Positive Behavior Support. Participating teams were taught to use an antecedent-behavior-consequence problem-solving process and to develop and implement action plans addressing prevent-teach-respond (PTR) strategies to improve targeted routines. Following intervention, children's inappropriate behavior decreased to below baseline levels in all six classrooms. Intervention fidelity in all six classrooms averaged 82.6% for the total intervention. Social validity ratings indicated that interventions were feasible for use in their classrooms and had positive effects on students and staff. This program evaluation suggests that, with support, preschool classroom teams can apply assessment-based action plans using PTR strategies to reduce the inappropriate behavior of students during difficult classroom routines.
Descriptors: Intervention, Behavior Problems, Federal Programs, Early Childhood Education, Preschool Children, Positive Reinforcement, Teaching Methods, Fidelity, Validity, Peer Acceptance, Program Evaluation, Preschool Teachers, Teacher Aides, Problem Solving, Coaching (Performance), Workshops, Measures (Individuals), Observation, Interrater Reliability, Video Technology, Check Lists, Self Management, Prevention
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A