A Survey of Preschool Staff Concerning Problem Behavior and Its Prevention in Head Start Classrooms

Abstract

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.

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

“…Internalizing scores on the CBCL had no effect whereas externalizing score and total CBCL score changes had a medium effect finding (Cohen, 1988). These findings are consistent with child observation data we report elsewhere that demonstrated reductions in children's problem behavior following implementation of each intervention tier (e.g., Snell et al, 2012). The results are also consistent with PBIS implementation studies that have documented significant decreases in children's problem behavior in programs that reliably collected behavior incident data (e.g., Muscott et al, 2009).…”

“…This model is an example of a comprehensive approach that includes universal and targeted interventions implemented by classroom staff with various skillsets in typical HS programs. Although more data are needed on the maintenance of program and child effects over an extended period, the data described here and in child observation data from separate evaluations of each tier of intervention (e.g., Snell et al, 2012;StantonChapman et al, 2014) are encouraging and add to the expanding database supporting the value of the three-tier model of PBIS.…”

Handbook of Early Childhood Special Education

“…For example, positive social communication seems to infl uence language learning among young children (Stanton-Chapman, Denning, & Jamison, 2008Stanton-Chapman & Snell, 2011 ). It is worth noting that researchers are beginning to investigate the potential reciprocal infl uences of social skills interventions on language and other cognitive areas of development.…”

“…While these practices are gaining empirical support, there is a great deal of data suggesting that these practices often are not being implemented or not being implemented as designed in early childhood settings (e.g., Conroy, Dunlap, Clarke, & Alter, 2005 ;Wood et al, 2009 ). Many early childhood practitioners are not prepared to address the needs of children with challenging behavior and identify it as one of their most signifi cant training needs (e.g., Snell, Berlin, Voorhees, Stanton-Chapman, & Hadden, 2011 ). Further, there is evidence that early childhood practitioners are more likely to implement effective practices (Driscoll, Wang, Mashburn, & Pianta, 2011 ) and less likely to report expelling a child when they have access to behavior support or consultation (Gilliam, 2005 ).…”

Early Childhood Education Centre Director Perceptions of Challenging Behaviour: Promising Practices and Implications for Professional Development

“…The Challenging Behaviours Survey used in this study was adapted and modified from the Challenging Behaviours and Beliefs survey developed by Bee () to collect information from early childhood directors about their perceptions of challenging behaviours, strategies used when children exhibit challenging behaviours, and the frequency and reasons for a child being asked to leave the programme. Several of the questions related to children's challenging behaviour used in Bee's () tool were adapted from the Social Skills Improvement System (Gresham and Elliott, ) and the survey developed by Snell and others () to measure perceptions of Head Start staff about challenging behaviours. Directors had a list of predetermined responses from which to select with an ‘other' option allowing directors to write in a textual response.…”