Research in developmental and educational psychology points to the importance of sensitive interactions between adult and children in order to promote children's social, emotional, and academic learning. Despite this evidence, there are many conceptual and programmatic challenges that have prevented this emphasis in early childhood special education (ECSE). This article provides a definition of and theoretical framework for teacher sensitivity and responsiveness; describes the evidence that supports this focus; and delineates the research, interventions, and challenges that bear upon the enhancement of teacher—child sensitivity and responsivity in ECSE. This article also discusses and critiques a pilot program for facilitating the development of sensitive teacher—child interactions.

We examined the self-reported practices of Head Start personnel toward children’s problem behavior in order to design an intervention for preschool personnel that was compatible with their needs. This study involved 78 Head Start staff from five programs in the Mid-Atlantic region. Participants were asked to respond to four questions concerning their practices for addressing their students’ problem behaviors. We found that survey respondents (a) listed externalizing behaviors as the predominant challenging behavior, (b) identified prevention and replacement methods for addressing problem behavior, (c) indicated that families of children with challenging behavior were involved in intervention planning and implementation, and (d) reported a need for additional training on classroom management and positive behavior support. Participants also were asked to respond to four conflict scenarios that were designed to measure how teachers would handle problem behavior situations. The majority of participants’ responses received a medium rating on a scale of low, medium, or high. Implications of these findings for preschool programs were discussed in terms of professional development and improved needs assessment measures.

Descriptive and qualitative analyses were applied to a database of 111 assessment-based studies published between 1997 and 2002 on the problem behavior of school-age individuals with disabilities, to determine how frequently key components of positive behavior support (PBS) were being used. While most of the database reported reductions in problem behavior, only half focused on and reported increases in replacement skills. Interventions frequently reported were positive reinforcement, antecedent-based approaches, and skill training. Interventions using parent/teacher skill training were infrequent, and self-management, peer-mediated intervention, and comprehensive lifestyle change were rare. Involvement of family and educators was reported in one quarter of the database, with the highest involvement of nonresearchers during assessment. Studies using functional assessment alone or in combination with functional analysis and studies conducted in natural settings were more likely to use key features of PBS than were studies that used only functional analysis or were conducted in atypical settings.

The purpose of this demonstration was to evaluate a universal intervention during teacher-identified routines that were characterized by significant classwide problem behavior. Six Head Start classrooms (seven groups of children, with one classroom divided into two groups) received two workshops and two coaching sessions on universal Positive Behavior Support. Participating teams were taught to use an antecedent–behavior–consequence problem-solving process and to develop and implement action plans addressing prevent–teach–respond (PTR) strategies to improve targeted routines. Following intervention, children’s inappropriate behavior decreased to below baseline levels in all six classrooms. Intervention fidelity in all six classrooms averaged 82.6% for the total intervention. Social validity ratings indicated that interventions were feasible for use in their classrooms and had positive effects on students and staff. This program evaluation suggests that, with support, preschool classroom teams can apply assessment-based action plans using PTR strategies to reduce the inappropriate behavior of students during difficult classroom routines.

This study used interviews and classroom observation to follow up a survey of 78 Head Start staff from five programs in the mid-Atlantic region. The purpose of the study was to collect additional details about administrator and staff needs in regard to addressing children’s challenging behavior in order to design a PBS in-service intervention. Interviews were conducted with 45 adults from the same preschool sample, and direct observation occurred in 10 classrooms. Similar to prior survey results, it was found that interview respondents (a) listed externalizing behaviors as the predominant challenging behavior, (b) identified prevention and replacement methods for addressing problem behavior, and (c) indicated that families of children with challenging behavior were given opportunities to be involved in intervention planning and implementation. However, interview and observation results further exposed the use of reactive practices and revealed five primary barriers to addressing children’s challenging behavior. Finally, interview respondents reported that all programs had defined procedures they followed when children exhibited challenging behavior that in most programs was based on a traditional, child-focused, mental health approach rather than on a comprehensive systems approach like positive behavior support.

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.

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

This article summarizes a qualitative research study sponsored by the Virginia Department of Education. Recommendations to the department to promote more opportunities for preschool integration were elicited from focus group and individual interviews with representatives from 11 Virginia school divisions that were providing integrated preschool programs. Recommendations included the provision of written information, staff development, changes in current personnel preparation, financial support, and state-level actions that emphasized interagency coordination. The Department of Education used these recommendations to develop and implement a systematic plan to influence the initiation and ongoing success of integration at the preschool level. A discussion of this plan and its applicability to systems-change efforts in other states is included.Preschool integration means supporting preschoolers with disabilities in a variety of educational settings with same-age peers without disabilities. Although the literature clearly identifies the legislative, philosophical, and empirical arguments favoring educational integration, as well as documents repeated demonstrations in the past decade that these programs can be implemented effectively (Guralnick, 1990), integrated preschool programs continue to be the Address: