Prevention of Problem Behavior by Teaching Functional Communication and Self-Control Skills to Preschoolers

Autor/inn/en	Luczynski, Kevin C.; Hanley, Gregory P.
Titel	Prevention of Problem Behavior by Teaching Functional Communication and Self-Control Skills to Preschoolers
Quelle	In: Journal of Applied Behavior Analysis, 46 (2013) 2, S.355-368 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.44
Schlagwörter	Preschool Children; Prevention; Behavior Problems; Communication Skills; Self Management; Daily Living Skills; At Risk Students; Academic Failure; Control Groups; Experimental Groups; Teaching Methods; Help Seeking; Self Control; Reinforcement; Participant Satisfaction; Questionnaires; Program Effectiveness; Behavior Modification + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prävention; Vorbeugung; Kommunikationsstil; Selbstmanagement; Alltagsfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Selbstbeherrschung; Positive Verstärkung; Fragebogen; Behaviour modification; Verhaltensänderung
Abstract	We evaluated the effects of the preschool life skills program (PLS; Hanley, Heal, Tiger, & Ingvarsson, 2007) on the acquisition and maintenance of functional communication and self-control skills, as well as its effect on problem behavior, of small groups of preschoolers at risk for school failure. Six children were taught to request teacher attention, teacher assistance, and preferred materials, and to tolerate delays to and denial of those events during child-led, small-group activities. Teaching strategies included instruction, modeling, roleplay, and differential reinforcement. Six additional children randomly assigned to similarly sized control groups participated in small-group activities but did not experience the PLS program. Within-subject and between-groups designs showed that the PLS teaching procedures were functionally related to the improvements and maintenance of the skills and prevention of problem behavior. Stakeholder responses on a social acceptability questionnaire indicated that they were satisfied with the form of the targeted social skills, the improvements in the children's performance, and the teaching strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10