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Efficacy of coaching preschool teachers to manage challenging behavior

Many early educators cite behavior management as a top professional development need. Evidence-based practices exist to address severe challenging behavior, but promoting implementation of these practices remains a challenge. In this single-case design study, two preschool teachers received coaching focused on implementing three evidence-based strategies--referencing a visual representation of expectations, systematic monitoring and positive reinforcement, and self-management. Coaching that featured modeling and performance feedback enabled the teachers to implement all three strategies for a child with severe challenging behavior. Although student behavior was not incorporated into the experimental design, descriptive data showed marked improvement that coincided with implementation of self-management procedures. These findings extend the coaching literature, and highlight the importance of implementing evidence-based practices to address the challenging behavior of young children. (author abstract)
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