Use of Positive Behavior Support to Address the Challenging Behavior of Young Children Within a Community Early Childhood Program

Abstract

This study examined the effects yielded from the implementation of assessment-based behavior support plans on the engagement and problem behavior of three young children with behavioral challenges in a community early childhood program. A concurrent multiple-baseline design across children with generalization probes was used with data collected during targeted and nontargeted routines, in phases with different staff members, and in new classroom settings. The results indicated that implementation of the individualized behavior support plan by teaching staff resulted in higher levels of engagement and a reduction in challenging behavior. Teachers generalized the use of intervention strategies to nontrained routines resulting in improvements in the children's target behaviors within those routines. Follow-up probes for two of the children indicated that changes in behavior were maintained in new classroom settings. These findings support the efficacy of the implementation of behavior support plans that are assessment based by early educators within a community-based preschool program.Keywords positive behavior support, individualized behavior support, community early childhood program, challenging behavior, engagement

Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors

“…A less often examined but critical aspect of implementation (sometimes included as an aspect of implementation quality) is generalization of practice, which is defined as the extent to which the intervention components are extended into interactions or activities that are not part of the formal intervention delivery (Domitrovich et al 2010). For many classroom-based interventions, improved child outcomes are expected to occur through the teacher's ability to generalize strategies outside of the training situation (e.g., Blair et al 2010). We know very little about the factors that are related to early childhood teachers' generalization of intervention practice (Sheridan et al 2009).…”

What do the children really think about a day-care centre – the 5–7-year-old Finnish children speak out

“…An open and honest interaction is an essential prerequisite for good upbringing. The day-care staff need the ability to distinguish the positive authority from the negative one (Blair, Fox, & Lentini, 2010;Kalliala, 2009;Pellegrini, 1988).…”

The Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) training model: a crossroad of mental health and early childhood education

“…According to Joyce and Showers (2002), when on-site coaching is used, 95 percent of trainees have demonstrated knowledge of new skills and the ability to implement them, while those who just learn the information in lectures retained only 10 percent of the information and did not use it in the field. Specific to behavior support training, Blair et al (2010) reinforce the need, not only to train teachers in the techniques to support children's behaviors, but also to provide them with on-going coaching and feedback.…”

“…Therefore, researchers suggest training early childhood teachers to create engaging learning environments, regulate young children's behaviors, and enhance their socio-emotional development (Blair et al, 2010). Biringen et al (2012) implemented an intervention program that includes information about attachment, emotional availability and practice, using video feedback to increase attachment between 57 caregivers and 57 young infants and toddlers who VOL.…”