Abstract
Although research has clearly supported the use of school-wide positive behavior support (PBS) in elementary school settings, data-based research has not been conducted to support program-wide PBS in early childhood settings. The purpose of this study was to specifically support teachers’ use of universal features of program-wide PBS and to determine whether increases in the use of positive teacher behaviors, including precorrection and praise, were functionally related to decreases in students’ problem behavior. Using a multiple baseline design, three teachers were introduced to an intervention to increase their use of precorrections and specific behavioral praise statements. A relationship was established between the three teachers’ use of key features of program-wide PBS and the reduction of students’ problem behavior in a small group setting. However, findings should be viewed as tentative and future research should explore the relative influence of each of the intervention components on preschool students’ behavior.
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Stormont, M.A., Smith, S.C. & Lewis, T.J. Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support. J Behav Educ 16, 280–290 (2007). https://doi.org/10.1007/s10864-007-9040-3
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DOI: https://doi.org/10.1007/s10864-007-9040-3