A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior

Autor/inn/en	Voorhees, Mary D.; Walker, Virginia L.; Snell, Martha E.; Smith, Carol G.
Titel	A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior
Quelle	In: Research and Practice for Persons with Severe Disabilities, 38 (2013) 3, S.173-185 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Preschool Education; Preschool Children; Behavior Problems; Behavior Modification; Positive Reinforcement; Individualized Programs; Child Behavior; Intervention; Program Effectiveness; Fidelity; Disadvantaged Youth; Preschool Teachers; Teaching Assistants; Child Behavior Checklist; Childhood Autism Rating Scale; Social Skills Rating System + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Behaviour modification; Verhaltensänderung; Individualisierte Ausbildung; Benachteiligter Jugendlicher; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Following the implementation of Tier 1 and Tier 2 Positive Behavior Support (PBS) strategies in six Head Start (HS) classrooms, three children in two classrooms were identified who had significant behavioral challenges and met the criteria for the use of individualized PBS. The purpose of this demonstration was to evaluate whether the effects of individualized PBS intervention implemented by HS classroom staff would have a generalized effect on inappropriate and appropriate behaviors, defined both individually for each child in a support plan and globally across three children. Following intervention with all three target children, both individually and globally defined inappropriate behavior showed decreases over baseline levels, whereas individually and globally defined appropriate behavior showed increases over baseline levels. Overall fidelity was high for implementation of prevention strategies but varied by child and classroom. Social validity ratings indicated that intervention strategies were feasible for use in classrooms and had positive effects on students and staff. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10