Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior
- 14 March 2013
- journal article
- Published by SAGE Publications in Journal of Positive Behavior Interventions
- Vol. 16 (2), 81-92
- https://doi.org/10.1177/1098300713478666
Abstract
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 ...Keywords
This publication has 25 references indexed in Scilit:
- Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social CompetenceTopics in Early Childhood Special Education, 2011
- “Plays Nice With Others”: Social–Emotional Learning and Academic SuccessEarly Education and Development, 2010
- Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praiseEarly Childhood Research Quarterly, 2010
- Early Childhood Teachers' use of Specific Praise Statements with Young Children at Risk for Behavioral DisordersBehavioral Disorders, 2009
- Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current KnowledgeBehavioral Disorders, 2006
- Community‐based prevention using simple, low‐cost, evidence‐based kernels and behavior vaccinesJournal of Community Psychology, 2004
- Parent training of toddlers in day care in low-income urban communities.Journal of Consulting and Clinical Psychology, 2003
- Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental TrajectoriesJournal of School Psychology, 2002
- Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth GradeChild Development, 2001
- Behavior Problems in Preschool Children: A Review of Recent ResearchJournal of Child Psychology and Psychiatry, 1995