Children with Severe Behavior Problems: A Survey of Texas Child Care Centers' Responses

Buck, Kathryn A.; Ambrosino, Robert J.

doi:10.1023/b:ecej.0000024115.51009.e6

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…Notably, in this research, we use “removal requests” to describe a teacher’s decision to request the removal of a child from their classroom, most often due to a behavioral concern or problem. Since teachers may not have the outright authority to “terminate enrollment” from the center, we were interested in looking at their decision to remove a child from their classroom, which is often a direct precursor to expulsion (Buck & Ambrosino, 2004; Quesenberry, Hemmeter, Ostrosky, & Hamann, 2014).…”

Section: Expulsion From Preschoolmentioning

confidence: 99%

Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents

Zulauf

Zinsser

2019

American Educational Research Journal

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Preschoolers are being expelled at an alarming rate and little is known about protective factors. One factor may be the relationship between parents and teachers. Using surveys and interviews, the present study explores teachers’ perceptions of parents and center support as they relate to teachers’ requests to have a child removed from their classroom, an action related to expulsion. Teachers who have more negative perceptions of parents and perceive less center support working with parents were more likely to have requested a removal of a child in the past year. Qualitative comparisons yield differential themes around attribution of child behavior to parents and styles of engagement with parents between teachers who have requested a removal and those who have not.

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Section: Expulsion From Preschoolmentioning

confidence: 99%

Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents

Zulauf

Zinsser

2019

American Educational Research Journal

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“…Early childhood teachers faced with children biting, throwing chairs, inconsolably screaming, or otherwise disrupting the classroom are put in very difficult situations. Without appropriate resources, teachers may use disciplinary strategies to address challenging behaviors such as ignoring the behavior, using time‐outs, removing the child from the classroom, and eventually, removing the child from the center itself (Buck & Ambrosino, 2004; Quesenberry et al, 2014). A small but growing body of literature (e.g., Gilliam & Shahar, 2006; Martin et al, 2018; Zinsser et al, 2019) indicates that in early childhood, expulsion is the result of a series of adult decisions.…”

Section: Introductionmentioning

confidence: 99%

How teachers' perceptions of the parent–teacher relationship affect children's risk for early childhood expulsion

Zulauf

Zinsser

2020

Psychology in the Schools

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Rates of expulsion from early care and education settings (e.g., childcare and preschool programs) exceed those in K-12, and relatively little is known of how to prevent such disciplinary decisions. In addition, expulsion disproportionately affects children of color, especially boys. The present study explores a potential protective strategy existent in all early care and education settings, the parent-teacher relationship. Surveys with early childhood teachers (N = 295) outline the association between teachers' perceptions of the parent-teacher relationship and a child's risk for expulsion. Findings indicate that teachers' perceptions of high-quality parent-teacher relationships are related to a lower risk for expulsion for children who have not been expelled, with the strongest association found for Black children. In contrast, for children identified as previously expelled, we found no association between teachers' perceptions of the parent-teacher relationship and future expulsion risk. Each finding will be described in detail with an eye towards implications and intervention.

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“…challenging behaviours jeopardize young children's participation in early learning programs. In a survey of 60 child care teachers, Buck and Ambrosino (2004) found that nearly half of the teachers surveyed reported that a child had been removed from their care due to behavior difficulties. In the same study, 85% of the participant teachers requested information on methods to address children's difficult behaviour, highlighting the need for classroom-based interventions that can be easily implemented by child care teachers (Buck & Ambrosino, 2004).…”

mentioning

confidence: 99%

The Effects of a Teacher–Child Play Intervention on Classroom Compliance in Young Children in Child Care Settings

Levine

Ducharme

2012

J Behav Educ

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The current study evaluated the effect of a teacher conducted play intervention on pre-school aged children's compliance in child care settings. Study participants included 11 children ranging in age from 2 to 5 years old and seven early childhood education teachers within seven classrooms across five child care centres. Teachers were trained to conduct daily 5 minute play sessions consisting of contingent praise, mirroring, and warm responsiveness. A combination ABAB and multiple baseline design was used to demonstrate the effect of the play intervention.Pre-treatment observations revealed varying degrees of recurring child compliance difficulties.The play intervention was associated with improved rates of compliance for each participant child regardless of differences in age, gender, and level of compliance difficulties. The intervention is discussed with regard to its potential as a pro-active, non-intrusive strategy for improving young children's classroom compliance.ii ACKNOWLEDGEMENTS

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Children with Severe Behavior Problems: A Survey of Texas Child Care Centers' Responses

Cited by 7 publications

References 10 publications

Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents

Forestalling Preschool Expulsion: A Mixed-Method Exploration of the Potential Protective Role of Teachers’ Perceptions of Parents

How teachers' perceptions of the parent–teacher relationship affect children's risk for early childhood expulsion

The Effects of a Teacher–Child Play Intervention on Classroom Compliance in Young Children in Child Care Settings

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