Going to scale: exploring implementation of positive behaviour intervention and supports within and across different types of early childhood programmes

Le Anne D. Johnson

doi:10.1080/03004430.2017.1331219

Going to scale: exploring implementation of positive behaviour intervention and supports within and across different types of early childhood programmes

Le Anne D. Johnson

Educational Psychology

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

Despite calls to better prepare children for school entry, children with social, emotional, or behavioural needs continue to experience limited access to care that meets their needs. Despite frameworks for Positive Behaviour Intervention and Support (PBIS) that may aid in addressing children’s needs, bringing those frameworks to scale in early childhood requires examination. This study explores the impact of a state agency-sponsored professional development system on the implementation of a PBIS framework by 132 educators representing seven different types of early childhood programmes (i.e. Head Start, child care centre, special education, etc.). Significant differences in implementation were observed by programme type in both the initial level of implementation and changes in implementation after receiving training and monthly coaching. Implications and future research are discussed relative to implementation supports that may need to vary by programme type when trying to bring a PBIS framework to scale in early childhood.

Original language	English (US)
Pages (from-to)	523-540
Number of pages	18
Journal	Early Child Development and Care
Volume	189
Issue number	4
DOIs	https://doi.org/10.1080/03004430.2017.1331219
State	Published - Mar 21 2019

Bibliographical note

Funding Information:
This work was supported by the Minnesota Department of Education [CFDA #84.181].

Funding Information:
The professional development system described in this study was made possible with funding awarded to the Metro Educational Cooperative Service Unit (Metro ECSU) from the Minnesota Department of Education (MDE) using federal funding CFDA #84.181 Special Education – Grants for Infants & Families. The content and conclusions of this study are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred, by Metro ECSU, MDE, or the U.S. Government.

Publisher Copyright:
© 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Positive behaviour support
early childhood
scaling intervention
social-emotional learning

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/03004430.2017.1331219

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abstract = "Despite calls to better prepare children for school entry, children with social, emotional, or behavioural needs continue to experience limited access to care that meets their needs. Despite frameworks for Positive Behaviour Intervention and Support (PBIS) that may aid in addressing children{\textquoteright}s needs, bringing those frameworks to scale in early childhood requires examination. This study explores the impact of a state agency-sponsored professional development system on the implementation of a PBIS framework by 132 educators representing seven different types of early childhood programmes (i.e. Head Start, child care centre, special education, etc.). Significant differences in implementation were observed by programme type in both the initial level of implementation and changes in implementation after receiving training and monthly coaching. Implications and future research are discussed relative to implementation supports that may need to vary by programme type when trying to bring a PBIS framework to scale in early childhood.",

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note = "Funding Information: This work was supported by the Minnesota Department of Education [CFDA #84.181]. Funding Information: The professional development system described in this study was made possible with funding awarded to the Metro Educational Cooperative Service Unit (Metro ECSU) from the Minnesota Department of Education (MDE) using federal funding CFDA #84.181 Special Education – Grants for Infants & Families. The content and conclusions of this study are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred, by Metro ECSU, MDE, or the U.S. Government. Publisher Copyright: {\textcopyright} 2017, {\textcopyright} 2017 Informa UK Limited, trading as Taylor & Francis Group.",

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Going to scale: exploring implementation of positive behaviour intervention and supports within and across different types of early childhood programmes

Abstract

Bibliographical note

Keywords

UN SDGs

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