Class-wide Positive Behavior Support in Preschool: Improving Teacher Implementation Through Consultation

Abstract

As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated the effects of consultation on teachers' implementation of universal PBS practices and children's academic engagement. A multiplebaseline design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was documented between consultation and teachers' implementation of PBS skills. High levels of academic engagement were maintained following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood settings.

The good behaviour game: Maintenance effects

“…Others have addressed these misrepresentations (e.g., Heward, 2003;Jensen & Burgess, 1997;Morris, 2009) but the point is raised here precisely because of concern about what happens when training in a science of behaviour is not an integral part of teacher training (cf. Carter & Norman, 2010). A well trained teacher would design contingencies to ensure that prompt dependency did not occur.…”

Supporting Universal Prevention Programs: A Two-Phased Coaching Model

“…At the same time, teachers express the need for increased support surrounding implementation of these evidence-based programs (Carter & Van Norman, 2010). Ongoing professional development in the form of coaching may enhance teacher skills and implementation (Noell et al, 2005; Stormont, Reinke, Newcomer, Darney, & Lewis, 2012).…”

“…With increasing frequency, schools are adopting evidence-based prevention programs (Hemmeter, Snyder, Kinder, & Artman, 2011). However, teachers express the need for increased support when using these programs (Carter & Van Norman, 2010). Student outcomes have been linked to the quality of program implementation (Derzon, Sale, Springer, & Brounstein, 2005; Ialongo, Werthamer, Kellam, Brown, Wang, & Lin, 1999); therefore, supporting teachers in effectively delivering these programs is of great importance.…”

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

“…Consultation on PBIS techniques has been effective in strengthening teachers' ability to manage problem behavior in the classroom and is an effective way to introduce PBIS to early childhood settings (Alkon, Ramler, & MacLennan, 2003;Benedict et al, 2007;Carter & Norman, 2010;Duda, Dunlap, Fox, Lentini, & Clark, 2007). Benedict et al (2007) increased the use of PBIS practices by teachers in four preschool classrooms using consultation.…”