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

Abstract

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

Is technology-enhanced feedback encouraging for all in Finnish basic education? A person-centered approach

“…Studies about feedback often describe interventions where feedback is provided to improve learning results (e.g. Hattie & Timperley, 2007;Kluger & DeNisi, 1996) or behaviour (Stanton-Chapman, Walker, Voorhees & Snell, 2016). According to Hattie and Timperley (2007), feedback can be positive or negative, and both may enhance learning outcomes and motivation (see also Ryan & Deci, 2009).…”

Social and Emotional Intervention Research as Justice: A Case for Accountability

“…In fact, in one study, students’ risk status explained teachers’ differential treatment of second- through fifth-grade students in the classroom (Green et al, 2020). Our field has done significant work in encouraging responsive relationships as a universal approach to supporting young children’s social and emotional adjustment (Hemmeter et al, 2016; Stanton-Chapman et al, 2016), and these considerations should be adopted in our fidelity measurements. Hence, a justice-oriented approach to fidelity would examine inter-participant consistency.…”

A precorrection intervention to teach behavioral expectations to young children

“…Strategies implemented within this tiered approach can be implemented universally, targeted, or individualized to support self‐regulation in children with a variety of abilities. Some targeted strategies implemented to promote children's self‐regulatory independence include check‐in/check‐out, scripted stories, verbal praise, prompting, adult proximity, and precorrection (Campbell & Anderson, 2008; Ennis et al, 2017; Jenkins & Floress, 2015; Lewis et al, 2000; Mitchell et al, 2011; Stanton‐Chapman et al, 2016). One strategy with evidence of effectiveness for preschool populations is precorrection (Covington‐Smith et al, 2011; Stormont et al, 2007).…”