Assessment and Implementation of Positive Behavior Support in Preschools

Abstract

There is increasing concern over the number of young children who exhibit challenging behaviors in early childhood settings. Comprehensive prevention models are needed to support teachers' management of challenging behaviors and to avert the development of such behaviors within at-risk populations. One approach utilizes a three-tier prevention model called positive behavior support (PBS). The present research first assessed one region's implementation of PBS in 15 early childhood settings and found that on average, few features of PBS (30.79%) were implemented. Next, the impact of PBS consultation on teachers' use of universal PBS practices and children's behavior was evaluated in a multiple baseline design across four classrooms. A functional relationship was established between PBS consultation and teachers' implementation of universal PBS practices, but overall low levels of problem behavior prevented assessment of the impact of these changes on child problem behavior. Implications for future applications of PBS to early childhood settings are discussed.

Program-Wide Positive Behavior Support in Preschool: Lessons for Getting Started

“…We began planning for family involvement activities to begin in the fall and are hoping to build a system for monitoring behavior incidents and using data for decision making once we have better solidified our expectations and acknowledgement system. Carter, Steed, & Pomerleau, 2009) (Alkon et al, 2003;Duda et al, 2004;Benedict et al, 2007). We would recommend using strategies such as peer coaching to enhance staff members' understanding and ability to apply universal PBS practices.…”

Appropriate Social Behavior: Teaching Expectations to Young Children

“…They can almost be described as overarching character traits that we want all students to demonstrate. Often these broad expectations are selected by brainstorming the developmentally appropriate expectations that teachers have for students and then categorizing those into a small number of expectations that encompass everything (Benedict, Horner, & Squires, 2007). These broad expectations give us the language of our classroom and help to shape the specific rules that we expect across classroom settings and routines.…”

Antisosyal Davranışları Önlemeye Yönelik Başarıya İlk Adım Erken Eğitim Programının Etkililiği ile İlgili Yapılan Bilimsel Çalışmaların İncelenmesi

“…tutarlı, sabit ve açık bir şekilde ortaya koyulmuş kurallar bütünüyle karşı karşıyadır. Bu sistemin en temel amacı, bireye olumlu davranışlar öğreterek ve bu olumlu davranışları pekiştirerek, ortaya çıkabilecek olumsuz davranışları en aza indirmektir (Benedict, Horner ve Squires, 2007;Carter, Norman ve Tredwell, 2011;Fox ve diğ., 2002 (Reynolds, Temple ve Ou, 2003).…”