Efficacy of Coaching Preschool Teachers to Manage Challenging Behavior

Many early educators cite behavior management as a top professional development need. Evidence-based practices exist to address severe challenging behavior, but promoting implementation of these practices remains a challenge. In this single-case design study, two preschool teachers received coaching...

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Bibliographic Details
Published in:Education & treatment of children 2018-02, Vol.41 (1), p.31-48
Main Authors: Brock, Matthew E., Beaman-Diglia, Lauren E.
Format: Article
Language:English
Subjects:
Behavior disorders
Behavior Modification
Behavior Problems
Behaviour problems
Case studies
Classroom management
Classroom techniques
Coaching (Performance)
Early childhood educators
Early intervention
Evidence Based Practice
EXPERIMENTAL STUDIES
Faculty Development
Feedback (Response)
Fidelity
Intervention
Modeling (Psychology)
Outcomes of Education
Positive Behavior Supports
Preschool Children
Preschool Teachers
Professional education
Program Effectiveness
Questionnaires
School Administration
Student Behavior
Teacher Certification
Teacher Surveys
Teacher-student relations
Teacher-student relationships
Teaching
Young Children
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Summary:Many early educators cite behavior management as a top professional development need. Evidence-based practices exist to address severe challenging behavior, but promoting implementation of these practices remains a challenge. In this single-case design study, two preschool teachers received coaching focused on implementing three evidence-based strategies—referencing a visual representation of expectations, systematic monitoring and positive reinforcement, and self-management. Coaching that featured modeling and performance feedback enabled the teachers to implement all three strategies for a child with severe challenging behavior. Although student behavior was not incorporated into the experimental design, descriptive data showed marked improvement that coincided with implementation of self-management procedures. These findings extend the coaching literature, and highlight the importance of implementing evidence-based practices to address the challenging behavior of young children.
ISSN:0748-8491
1934-8924
1934-8924
DOI:10.1353/etc.2018.0001