Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

摘要

Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers' use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery that maintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in children's disruptive classroom behavior.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10474412.2011.620817