A Comparison of Workshop Training versus Intensive, Experiential Training for Improving Behavior Support Skills in Early Educators

Autor/inn/en	Fabiano, Gregory A.; Vujnovic, Rebecca K.; Waschbusch, Daniel A.; Yu, Jihnhee; Mashtare, Terry; Pariseau, Meaghan E.; Pelham, William E.; Parham, Brittany R.; Smalls, Kalima J.
Titel	A Comparison of Workshop Training versus Intensive, Experiential Training for Improving Behavior Support Skills in Early Educators
Quelle	In: Early Childhood Research Quarterly, 28 (2013) 2, S.450-460 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.12.001
Schlagwörter	Experiential Learning; Training Methods; Workshops; Preschool Teachers; Teacher Aides + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Didaktik; Trainingsmaßnahme; Lernwerkstatt; Schulung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Handreichung; Lehrerhilfe
Abstract	Effective behavior support is an important component of high-quality and nurturing early childhood classroom settings. At present, there are few studies that investigate the best way to train and support teachers in these strategies. The present study compared two different training approaches: (1) a workshop that included a one-day classroom-based training that introduced effective preventative and behavior support strategies followed by school year behavioral consultation support; or (2) an intensive condition that included the one-day workshop plus four days of experiential learning and practice in a preschool classroom followed by school year behavioral consultation support. Eighty-eight teachers/aides were randomly assigned to one of the two training conditions, and training occurred in August before the commencement of the school year. Results indicated that on observations of effective behavioral management and instructional learning formats, teachers in the intensive condition were improved proximally, with effects waning over time. For measures of teacher use of praise, the intensive group maintained the improved rate throughout the school year relative to the workshop group. Rates of commands and observations of classroom productivity were not different between groups. Teachers were satisfied with both approaches to training. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10