Descriptive Assessment Method to Reduce Overall Disruptive Behavior in a Preschool Classroom

Factors Associated With South Korean Early Childhood Educators’ Observed Behavior Support Strategies

“…Please remember to walk quietly in the hall way.” Behavior-specific praise is a positive reactive intervention including verbal comments indicating approval of a child’s behavior (Smith et al, in press; Sutherland et al, 2002). An example of a behavior-specific praise statement is “Thank you Jessica for walking quietly in the hall.” Redirection is a positive reactive statement to guide children to desired behavior after they display inappropriate behaviors (Stormont et al, 2006; VanDerHeyden et al, 2001). An example of a redirective statement is “Please, ask before you use your friend’s pencil.” Redirection statements are delivered in a positive manner.…”

“…Two key universal positive behavior support strategies that are part of this evidence-based approach for supporting appropriate behavior include precorrection and behavior-specific praise. Precorrection focuses on preventing behavioral problems by altering antecedent events associated with problem behavior (Conroy et al, 2005; De Pry & Sugai, 2002; Smith, Lewis, & Stormont, in press; VanDerHeyden, Witt, & Gatti, 2001). By providing clear statements about behavioral expectations and opportunities to practice, teachers can reduce the frequency of children’s behavior problems (Duda, Dunlap, Fox, Lentini, & Clarke, 2004; Stormont et al, 2007).…”

“…Behavior-specific praise, or acknowledging children’s good behavior choices, is also an effective positive practice for children with behavior problems (Smith et al, in press; Sutherland, Wehby, & Yoder, 2002). Behavior-specific praise has been used to maintain newly learned appropriate behaviors and to increase the occurrence of appropriate behaviors (Stormont et al 2007; Sutherland et al, 2002; VanDerHeyden et al, 2001).…”

“…Furthermore, the limited research conducted in the United States and in South Korea has documented that preschool teachers’ strategies for addressing behavior problems are overly negative (Kang & Kim, 2006; J. Kim, 2002; Nugesser & Watkins, 2005; VanDerHeyden et al, 2001). For example, preschool teachers have been observed providing more prompt attention when children display inappropriate behaviors than when they display appropriate behaviors (VanDerHeyden et al, 2001) and using negative feedback more frequently than praise (Stormont, Covington, & Lewis, 2006).…”

Examining Behavioral Consultation Plus Computer-Based Implementation Planning on Teachers’ Intervention Implementation in an Alternative School

“…Although it is widely recognized that identification and treatment of the function of an individual’s behavior is an effective intervention practice (Gresham, Watson, & Skinner, 2001), it should be noted that there is a dearth of research on function-based assessment and treatment procedures targeting a class unit. To date, only two studies have investigated descriptive assessment methods to identify functional variables to design treatment for a class (McKerchar & Thompson, 2004; Vanderheyden, Witt, & Gatti, 2001), with only one testing the effectiveness of the treatment following the assessment process. Although preliminary findings are promising, more research and scrutiny are needed before applying these procedures in the field.…”