FEATURED APPLIED RESEARCH ARTICLE

AN EXPERIMENTAL EVALUATION OF POSITIVE BEHAVIOR SUPPORT IN A COMMUNITY PRESCHOOL PROGRAM

BY MICHELLE A. DUDA, GLEN DUNLAP, LISE FOX, ROCHELLE LENTINI, AND SHELLEY CLARKE. TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION (2004) 24:3 P. P143-155

Abstract

Although Positive Behavior Support (PBS) has been established as an effective approach for resolving the challenging behaviors of many populations, little research has evaluated PBS with children under the age of 4 years. In addition, few studies have considered the effectiveness of PBS delivered via consultation in typical childcare and preschool settings. This study was conducted to examine the effects of PBS implemented by classroom staff for two 3-year-old girls in a community-based preschool accredited by the National Association for the Education of Young Children. Within the context of A-B-A-B designs, the data indicated reductions in challenging behaviors and increases in engagement for both girls in two separate group contexts. Fidelity data indicated that some components of the PBS plans were implemented but others were not. The findings support the efficacy of PBS with your children in natural setting while raising questions for future research regarding the utilization and efficiency of PBS support plans.

Key Features of the Study

  • Rigorous research design in a real world setting--community pre-K

  • One of the first studies evaluating PBS with young children

  • Teacher and classroom staff were the intervention agents

  • Ethical considerations for using a withdrawal experimental design

  • Incorporated student preferences and built upon their strengths

  • Measures of procedural fidelity and social validity included

Course curriculum

  • 1

    Content and Presentation

    • Course Instructions

    • Article - An Experimental Evaluation of Positive Behavior Support in a Community Preschool Program

    • Keynote

    • Bonus Handout: CEU BC1 Ethics Description
  • 2

    Test and Evaluation

    • Instructions

    • Final Test

    • Course Evaluation

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Learning Objectives

- Describe how single case design methodology can be applied in a pre-k setting.
- Name key steps of the pbs process and how it was applied for two young children.
- Identify the difference in teacher implementation of structural components and interpersonal components for each child.
- Provide one example of an intervention component for each beneficiary group: whole class; layla and vanessa; layla only and vanessa only.
- Name two findings from the social validation measures.

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Fun Facts!

Just a few interesting facts about this study...

  • This study was foundational to understanding how to apply PBS strategies to support young children
  • This study helped researchers/educators understand how tiered behavioral systems can be beneficial in early childhood environments (ex. Pyramid Model)
  • Strategies from this study were translated to training and coaching cadres of early childhood educators nationally
  • This article has been cited in over 150 peer reviewed/scholarly articles as of April 2017

  The content was presented in a way that would be understandable to someone for whom working in the preschool setting was outside of their 'comfort zone' due to the thorough explanation and description." - M. S.

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