A Demonstration of the Universal Problem-Solving Approach to Address Children's Inappropriate Behavior in Head Start Classrooms

Autor/inn/en	Snell, Martha E.; Voorhees, Mary D.; Walker, Virginia L.; Berlin, Rebecca A.; Jamison, Kristen Roorbach; Stanton-Chapman, Tina L.
Titel	A Demonstration of the Universal Problem-Solving Approach to Address Children's Inappropriate Behavior in Head Start Classrooms
Quelle	In: Topics in Early Childhood Special Education, 34 (2014) 1, S.4-15 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121413491836
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Gültigkeit; Programme evaluation; Programmevaluation; Erzieher; Erzieherin; Kindergärtnerin; Handreichung; Lehrerhilfe; Problemlösen; Lernwerkstatt; Schulung; Messdaten; Beobachtung; Interrater-Reliabilität; Checkliste; Selbstmanagement; Prävention; Vorbeugung
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10