Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Autor/inn/en	Dufrene, Brad A.; Parker, Kizzy; Menousek, Kathryn; Zhou, Qi; Harpole, Lauren Lestremau; Olmi, D. Joe
Titel	Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery
Quelle	In: Journal of Educational & Psychological Consultation, 22 (2012) 3, S.159-186 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2011.620817
Schlagwörter	Evidence; Behavior Problems; Class Activities; Student Behavior; Intervention; Learning Activities; Dropouts; Disadvantaged Youth; Preschool Children; Integrity; Teaching Methods; Behavior Modification + Suchen Sie Ihr Suchwort? Evidenz; Student behaviour; Schülerverhalten; Lernaktivität; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Integrität; Teaching method; Lehrmethode; Unterrichtsmethode; Behaviour modification; Verhaltensänderung
Abstract	Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers' use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery that maintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in children's disruptive classroom behavior. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10