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

Snell, Martha E.; Voorhees, Mary D.; Walker, Virginia L.; Berlin, Rebecca A.; Jamison, Kristen Roorbach; Stanton‐Chapman, Tina L.

doi:10.1177/0271121413491836

Cited by 11 publications

(13 citation statements)

References 19 publications

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“…The gain from cycle 1 to cycle 2 show the improvement from think pair share and lesson study approach. This result give other proof of the previous different study that problem solving (Snell et al, 2014) (Hämäläinen & Cincinnato, 2014), think pair share (Gok, 2018) (Bamiro, 2015) and lesson study (Wood & Cajkler, 2017) (Chizhik, Chizhik, Close, & Gallego, 2017) (Cajkler, Wood, Norton, & Pedder, 2014) (Bjuland & Mosvold, 2015) give positive influence in the quality of learning.…”

Section: Improvement Of Gra-des Of Learning Results In Theoretical Andsupporting

confidence: 75%

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Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students

Hudallah¹

2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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Improvement of skill for students in vocational school is very important to face the new era of Industry 4.0. Students need the flexible ability and long-life problem-solving skill. In this work problem solving of assignment combined with think pair share and lesson study approach is proposed to be used in class of electrical installation. Student collaboratively try to solve, discuss and find solution of the assignment given by the teacher. Learning process was also observed by teacher partner as a reflection what happen in class. The reflection is used for planning the next action to improve the quality of learning. It found that the reallife problem which is designed as assignment in practical class improve the motivation of student to engage with problem solving. Think pair share made the class more active and help the conceptual understanding. Lesson study help the teacher to improve the quality of learning process. The combination of the method has improved significantly the learning result.

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Section: Improvement Of Gra-des Of Learning Results In Theoretical Andsupporting

confidence: 75%

“…The problemsolving skill even is suggested to be trained in early childhood that may affect positively. (Snell et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students

Hudallah¹

2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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“…Checklists were modified to meet the needs of individual children. Classroom staff also received a manual that included detailed information about Tier 1 implementation (see Snell et al, 2014, for more information pertaining to Tier 1 procedures).…”

Section: Description Of the Three-tier Model Of Pbismentioning

confidence: 99%

The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start

Stanton‐Chapman

Walker

Voorhees

et al. 2016

Remedial and Special Education

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The purpose of this study was to evaluate the overall effectiveness of a three-tier model of positive behavior interventions and supports (PBIS), which was developed and tested in Head Start (HS) programs. Ten HS classrooms from five HS programs participated in the current study. Results indicated that PBIS was effective in improving classroom quality as evidenced by a statistically significant change on the classroom organization domain on the Classroom Assessment Scoring System and the overall score on the Early Childhood Environmental Rating Scale-Revised. We also found that children's social skills on the Social Skills Rating System significantly increased from the pre-to post-assessment whereas problem behaviors on the Child Behavior Checklist decreased. The data described here are encouraging and add to the expanding database supporting the value of the three-tier model of PBIS.Keywords positive behavior supports, staff development/inservice, measurement and training, social skills, single-subject research methodology, emotional and behavioral disorders, exceptionalities, early intervention at University College London on June 4, 2016 rse.sagepub.com Downloaded from

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“…(Tier 1 strategies involved the whole classroom and routines different from those targeted for Tier 3, as described in [Snell et al, 2013]). Three children from two classrooms met both criteria; two of the children (Rashad and Aleisha) were in Classroom A, and one child (Ben) was in Classroom B.…”

Section: Program Descriptionmentioning

confidence: 99%

A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior

Voorhees

Walker

Snell

et al. 2013

Research and Practice for Persons with Severe Disabilities

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Following the implementation of Tier 1 and Tier 2 Positive Behavior Support (PBS) strategies in six Head Start (HS) classrooms, three children in two classrooms were identified who had significant behavioral challenges and met the criteria for the use of individualized PBS. The purpose of this demonstration was to evaluate whether the effects of individualized PBS intervention implemented by HS classroom staff would have a generalized effect on inappropriate and appropriate behaviors, defined both individually for each child in a support plan and globally across three children. Following intervention with all three target children, both individually and globally defined inappropriate behavior showed decreases over baseline levels, whereas individually and globally defined appropriate behavior showed increases over baseline levels. Overall fidelity was high for implementation of prevention strategies but varied by child and classroom. Social validity ratings indicated that intervention strategies were feasible for use in classrooms and had positive effects on students and staff.

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

Cited by 11 publications

References 19 publications

Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students

Problem-Solving, Think Pair Share and Lesson Study Approach for Improvement of Practical Skill of Vocational Students

The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start

A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior

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