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ERIC Number: EJ927769
Record Type: Journal
Publication Date: 2011-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1098-3007
The Effectiveness of Two Universal Behavioral Supports for Children with Externalizing Behavior in Head Start Classrooms
Smith, Sandra Covington; Lewis, Timothy J.; Stormont, Melissa
Journal of Positive Behavior Interventions, v13 n3 p133-143 Jul 2011
To add to the emerging early intervention research on universal supports for children, the purpose of this study was to investigate the effectiveness of an intervention designed to increase teachers' use of two universal behavioral supports on target children's behavior. The children targeted for this study were at elevated risk for problem behavior according to teachers' nominations and ratings. Three teachers in Head Start settings were selected to participate in this study. The "Multi Option Observation System for Experimental Studies" coding system was used to collect data on teacher and student behavior. The intervention included providing teachers with specific instruction in implementing precorrective statements and behavior-specific praise statements and then, after the intervention sessions, providing feedback on implementation. A multiple-baseline design was used, and baseline, intervention, and maintenance data were collected. Results indicate that teachers increased their use of the targeted universal supports and a functional relationship was observed between this increase and improvement in children's behavior. Maintenance data were also promising. The implications and limitations of this study are discussed. (Contains 1 figure and 5 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Social Skills Rating System