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 language | English (US) |
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Pages (from-to) | 113-130 |
Number of pages | 18 |
Journal | Evidence-Based Communication Assessment and Intervention |
Volume | 3 |
Issue number | 2 |
DOIs | |
State | Published - Jun 2009 |
Keywords
- Mentoring
- Positive behavior support
- Practice-based evidence
- Procedural fidelity
- School-based teams