Preliminary Psychometric Properties of an Observation System to Assess Teachers’ Use of Effective Behavior Support Strategies in Preschool Classrooms

2014 ◽  
Vol 37 (2) ◽  
pp. 323-346 ◽  
Author(s):  
Rebecca K. Vujnovic ◽  
Gregory A. Fabiano ◽  
Daniel A. Waschbusch ◽  
William E. Pelham ◽  
Andrew Greiner ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Observation System ◽  
Behavior Support ◽  
Preschool Classrooms ◽  
Support Strategies ◽  
Effective Behavior

School-wide and individualized effective behavior support: An explanation and an example.

2002 ◽  
Vol 3 (1) ◽  
pp. 51-75 ◽  
Author(s):  
Tary J. Tobin ◽  
Teri Lewis-Palmer ◽  
George Sugai
Keyword(s):  
Behavior Support ◽  
Effective Behavior

scholarly journals Development and Preliminary Content Validation of ENGAGE as an Assessment of Preschool Interactions and Active Engagement

2021 ◽  
Author(s):  
LeAnne Johnson ◽  
Maria Hugh ◽  
Andrea Ford ◽  
Danielle Dupuis ◽  
Kelsey Young ◽  
...  
Keyword(s):  
Training Session ◽  
Adult Child ◽  
Observation System ◽  
Active Engagement ◽  
Developmental Needs ◽  
Web Based ◽  
Embedded Instruction ◽  
Preschool Classrooms ◽  
Child Engagement ◽  
Core Features

<p></p><p>ENGAGE is in development as a web-based observation system with core features we believe will facilitate its use as a scalable assessment-to-action coaching and instructional support system in preschool classrooms. ENGAGE assesses adult interaction practices and children’s active engagement such that classroom teams receive data to inform their intentional design and delivery of embedded instruction that can be made more effective for children’s developmental needs through differentiation and intensification. For this study, we describe important precursors to evaluating other psychometric properties within an argument-based approach to validation. We used iterative cycles to gather evidence to refine and validate the content of our measurement targets (i.e., adult interaction practices and child active engagement) as well as constructs (i.e., groupings of practices by theorized mechanisms). Following two iterative rounds using online questionnaires, responses from participants representing intended users of ENGAGE generally demonstrated consistency with our definitions and conceptualizations, with more varied responses for child engagement. We discuss our procedures and results in terms of reducing measurement error that may be attributable to measurement targets in advance of future examinations of observation conditions (e.g., observer training, session duration) and situational variance (e.g., instructional pedagogy, adult-child ratios) that are often influential within observation-based assessments.</p>

The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings

2019 ◽  
Vol 53 (4) ◽  
pp. 245-255 ◽  
Author(s):  
Emily E. Sobeck ◽  
Rachel Robertson ◽  
Jesse Smith
Keyword(s):  
Performance Feedback ◽  
Formal Education ◽  
Highly Qualified ◽  
Behavior Support ◽  
Training Time ◽  
Feedback Analysis ◽  
Didactic Instruction ◽  
Support Strategies ◽  
Inclusive Settings ◽  
And Performance

Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators’ use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction.

The Relation Between Teachers’ Positive Behavior Support and Language Support

2020 ◽  
Vol 40 (3) ◽  
pp. 131-142
Author(s):  
Jennifer E. Cunningham ◽  
Mary Louise Hemmeter ◽  
Ann P. Kaiser
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Training Group ◽  
Positive Behavior ◽  
Control Group ◽  
Teacher Language ◽  
Behavior Support ◽  
Language Support ◽  
Preschool Classrooms ◽  
Global Ratings

The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide training in PBIS strategies differ in their language interactions with children in their classrooms compared with a control group? Findings were mixed and provide preliminary support for the hypothesis that a positive relationship exists between PBIS strategies and the language-learning environment of preschool classrooms. Teachers’ scores on a measure of PBIS strategies were a significant predictor of global ratings of language support. However, teachers who were enrolled in the program-wide PBIS training group did not score significantly higher than teachers in a control group at posttest.

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