A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports

Abstract

Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors in early childhood settings. Using qualitative inquiry, we examined family members’ and early childhood educators’ experiences with the behavior support process. Focus groups were conducted with 12 family members and 11 educators to understand how they collaborate. Our findings highlight themes related to communication and building partnerships. Based on these findings, we present a model of family–professional collaboration and a discussion of technology-supported communication tools that may facilitate successful collaboration between families and educators during the behavior support process.

Reconceptualizing Family-Centered Partnerships in Parent-Implemented Interventions

“…Families have strongly advocated for more family-centered service provision for their children (Hostler, 1999). In a recent study that explored parents’ perspectives on early childhood behavior support processes, parents reported that they experienced effective partnerships when they engaged in family-centered, reciprocal communications with practitioners who were familiar with the family’s home contexts and who prioritized the family’s voice (Kelly, Harbin, Spaulding, Roberts, Artman-Meeker, 2022). Family-centered practice counters earlier practitioner-driven or child-centered models (Dunst, Johanson, Trivette, Hamby, 1991), in which EI/ECSE practitioners centered their work almost exclusively on the skills of the child with limited consideration for the role of the primary caregivers in the child’s life (Peterson, Luze, Eshbaugh, Jeon, Kantz, 2007).…”

“…Family-centered practice has been conceptualized to promote positive family outcomes essential to successful PII, including improved parent competence and confidence (Espe‐sherwindt, 2008; McCollum, Gooler, Appl, Yates, 2001). However, despite over 30 years of recommendations for providing family-centered practice, its implementation in EI/ECSE remains uncertain and inconsistent, with many practitioners continuing to use child-centered or practitioner-driven models when interacting with the families they serve (Hebbeler & Gerlach-Downie, 2002; Kelly et al, 2022; Peterson et al, 2007). It is essential that the field critically considers facilitators to family-centered practice and what we can do to ensure its implementation henceforth.…”

Families’ Experiences With Online Instruction and Behavior Support During COVID-19

“…Family interactions can either promote challenging behaviors or reduce them; therefore, family members play a critical role in the trajectory of their child’s behavioral repertoire and learning experiences (Dunlap & Fox, 2008). Professionals should build trusting relationships and communicate with families about the behavior support process in ways that are family-centered, practical, and grounded in neutral, objective data (Kelly et al, 2022). They should also communicate and respond appropriately to families when cultural differences arise in the identification and definition of challenging behavior (Beneke & Cheatham, 2016).…”