Family-Centered Practices & Positive Behavior Support: A Qualitative Examination of Families' Perspectives of Managing Preschoolers' Challenging Behaviors

Autor/in	Berryhill, Laura F.
Titel	Family-Centered Practices & Positive Behavior Support: A Qualitative Examination of Families' Perspectives of Managing Preschoolers' Challenging Behaviors
Quelle	(2013), (140 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Tennessee Technological University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-7078-0
Schlagwörter	Hochschulschrift; Dissertation; Behavior Problems; Qualitative Research; Preschool Children; Family Environment; Interviews; Family (Sociological Unit); Positive Behavior Supports; Barriers; Child Development; Early Intervention; Family Programs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Interviewing; Interviewtechnik; Familie; Kindesentwicklung; Family program; Familienprogramm
Abstract	Challenging behavior often impacts a child's education along with peer and family relationships. It is estimated that 10-30% of all typically developing preschool children have chronic, mild to moderate levels of behavior problems. Given the significant impact that challenging behavior can have on a child's development, relationships, and future endeavors, it is important to intervene as early as possible so the behavior is not long-lasting requiring more extensive resources over time. For young children with challenging behavior, it is recommended by several agencies (National Association for the Education of Young Children, Division of Exceptional Children, Association of Positive Behavior Supports) that the family be involved and even collaborate in all intervention including assessment. In this qualitative interpretive study, six family members of preschool children with challenging behavior were interviewed to understand their perspectives and experiences with professionals as they relate to family-centeredness and positive behavior supports. Inductive analysis revealed the barriers and facilitators that the families experienced. Four main categories and thirteen codes were identified. Findings suggest the families experienced varied barriers and successes as it relates to family-centered services and positive behavior supports. Research, practice, and policy gaps were identified. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01