Longitudinal mentoring with school-based positive behavioral support teams: Influences on staff and learner behavior

LeAnne D Johnson, Joe E Reichle, Emily Monn

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This study describes one approach to longitudinal mentoring of behavior support strategies for early childhood school-based teams as teams are trained to then assume mentoring roles with professional peers. Performance of early childhood educators who were supported by school-based teams that received longitudinal mentoring was compared to the performance of teachers within an "intervention as usual" model in order to explore the effects of mentoring on (a) challenging behaviors of children needing individualized intervention plans, and (b) procedural fidelity of educators implementing interventions. A total of 24 children, ages 3 to 8 years, formed 12 treatment-control matched pairs. Statistical tests of nonoverlapping data and percentage of zero data revealed that treatment cases demonstrated significantly enhanced efficacy in reducing challenging behavior. Teachers receiving mentoring also evidenced significantly greater procedural fidelity. Impact of selection of intervention and procedural fidelity on reducing challenging behavior are discussed, as are strategies for improving effects through mentoring and systems development with school-based support teams.

Original languageEnglish (US)
Pages (from-to)113-130
Number of pages18
JournalEvidence-Based Communication Assessment and Intervention
Volume3
Issue number2
DOIs
StatePublished - Jun 1 2009

Keywords

  • Mentoring
  • Positive behavior support
  • Practice-based evidence
  • Procedural fidelity
  • School-based teams

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