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Early childhood teachers' use of effective instructional practices and the collateral effects on young children's behavior

Resource Type: Reports & Papers
Author(s): Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L.;
Date Issued: April, 2014
Description: This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching (including performance feedback) on teachers' implementation and maintenance of the BEST in CLASS model practices. Next, we examined the effects of teachers' implementation of these practices on young children's engagement and problem behaviors. Using a descriptive nonexperimental design, 10 teachers and 19 children received the intervention. Findings indicated that teachers' use of the BEST in CLASS practices including rules, precorrection, opportunities to respond, behavior-specific praise, and instructive and corrective feedback increased from baseline to completion of the intervention and these increases maintained. In addition, children's engagement increased while their problem behaviors decreased. Although these results are promising, the current investigation has limitations and the results should be viewed with caution. (author abstract)
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Journal of Positive Behavior Interventions
Volume Number: 16
Issue Number: 2
Page Range: 81-92
Topics: Child Care & Early Education Provider Workforce > Training, Mentoring, & Apprenticeships

Programs, Interventions & Curricula > Interventions/Curricula > Social & Emotional
Country: United States
ISSN: 1098-3007 Paper
1538-4772 Online
Peer Reviewed: yes
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