The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre-K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise ( n = 12), Class-Wide Function-Related Intervention Teams ( n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format ( n = 30) and the inclusion of ongoing coaching ( n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided.
Although many children live in healthy, supportive environments, far too many are exposed to or experience biological and/or psychosocial risk factors (e.g., infectious diseases, maternal depression). To evaluate the effectiveness of early childhood programs that are established to support these vulnerable children, funding agencies and nongovernmental organizations are increasing their focus on the development and implementation of interventions aimed at supporting the development of infants and toddlers and need a means for evaluating the effectiveness of the programs. However, there is a lack of psychometrically sound, easy-to-administer, change-sensitive measurement tools to assess the developmental outcomes of children from birth to 3 years. The Ages & Stages Questionnaires: INVENTORY (ASQ:I) is a new measure that was designed to meet this need. The ASQ:I is a continuous measure that was developed by combining items from the Ages & Stages Questionnaires. The ASQ:I is intended to be used for evaluating and monitoring the development of children from 1 to 36 months of age using naturalistic methods that incorporate and capitalize on parent participation. This study presents preliminary evidence for the technical adequacy of the ASQ:I.
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