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

Research output: Contribution to journalArticlepeer-review

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 languageEnglish (US)
Pages (from-to)523-540
Number of pages18
JournalEarly Child Development and Care
Volume189
Issue number4
DOIs
StatePublished - Mar 21 2019

Bibliographical note

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

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.

Keywords

  • Positive behaviour support
  • early childhood
  • scaling intervention
  • social-emotional learning

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