In It for the Long Haul: Parent–Teacher Partnerships for Addressing Preschool Children’s Challenging Behaviors

• Published in: Topics in early childhood special education 2017-08, Vol.37 (2), p.81-93
• Main Authors: Kuhn, Miriam, Marvin, Christine A., Knoche, Lisa L.
• Format: Article
• Language: English
• Subjects: Audio Equipment; Behavior; Behavior Problems; Cooperative Planning; Documentation; Early Intervention; Intervention; Interviews; Kindergarten; Parent Child Relationship; Parent Teacher Cooperation; Partnerships in Education; Preschool Children; Preschool Teachers; Problem Solving; Program Effectiveness; Qualitative Research; Teachers; Teamwork
• ISSN: 0271-1214; 1538-4845
• DOI: 10.1177/0271121416659053

The Getting Ready intervention aims to strengthen parent–teacher partnerships to promote positive child outcomes. This study focused on the team process and social validity of the intervention when young children displayed challenging behaviors. Qualitative analysis yielded seven themes that provided a rich description of the preschool experiences of four children, their parents, and the preschool teachers and Early Intervention (EI) coaches serving them. Parent–professional partnerships, positive parent–child interactions, and team members’ engagement in collaborative problem solving and planning were reported. The social validity of the Getting Ready intervention was confirmed by participants valuing the academic and behavioral goals established for children, the parents’ partnerships with teachers to address chronic behavioral challenges, and reports of the durability of intervention impacts as three children completed kindergarten.