South Korean Early Childhood Education Teachers' Perceptions of Program-Wide Positive Behavior Support

摘要

The authors conducted a survey of 169 South Korean early childhood education teachers regarding the importance and implementation of strategies associated with the Program-Wide Positive Behavior Support (PWPBS) framework (L. Fox & M. L. Hemmeter, 2009) to support social competence and prevent young children's challenging behavior. Analyses revealed that South Korean early childhood teachers considered the strategies associated with PWPBS to be important; however, they implemented few universal tier practices in their classrooms and reported the presence of few program-wide supports in their early childhood programs. Based on these results, suggestions for the adoption of PWPBS in South Korea and other countries outside of the United States are presented.