TY - JOUR
T1 - A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators
AU - Fabiano, Gregory A.
AU - Vujnovic, Rebecca K.
AU - Waschbusch, Daniel A.
AU - Yu, Jihnhee
AU - Mashtare, Terry
AU - Pariseau, Meaghan E.
AU - Pelham, William E.
AU - Parham, Brittany R.
AU - Smalls, Kalima J.
N1 - Funding Information:
This project was funded by grant number 90YR0017 from the Department of Health and Human Services, Administration for Children and Families . We are grateful for the participation of all the early childhood educators who participated in this project.
PY - 2013
Y1 - 2013
N2 - Effective behavior support is an important component of high-quality and nurturing early childhood classroom settings. At present, there are few studies that investigate the best way to train and support teachers in these strategies. The present study compared two different training approaches: (1) a workshop that included a one-day classroom-based training that introduced effective preventative and behavior support strategies followed by school year behavioral consultation support; or (2) an intensive condition that included the one-day workshop plus four days of experiential learning and practice in a preschool classroom followed by school year behavioral consultation support. Eighty-eight teachers/aides were randomly assigned to one of the two training conditions, and training occurred in August before the commencement of the school year. Results indicated that on observations of effective behavioral management and instructional learning formats, teachers in the intensive condition were improved proximally, with effects waning over time. For measures of teacher use of praise, the intensive group maintained the improved rate throughout the school year relative to the workshop group. Rates of commands and observations of classroom productivity were not different between groups. Teachers were satisfied with both approaches to training.
AB - Effective behavior support is an important component of high-quality and nurturing early childhood classroom settings. At present, there are few studies that investigate the best way to train and support teachers in these strategies. The present study compared two different training approaches: (1) a workshop that included a one-day classroom-based training that introduced effective preventative and behavior support strategies followed by school year behavioral consultation support; or (2) an intensive condition that included the one-day workshop plus four days of experiential learning and practice in a preschool classroom followed by school year behavioral consultation support. Eighty-eight teachers/aides were randomly assigned to one of the two training conditions, and training occurred in August before the commencement of the school year. Results indicated that on observations of effective behavioral management and instructional learning formats, teachers in the intensive condition were improved proximally, with effects waning over time. For measures of teacher use of praise, the intensive group maintained the improved rate throughout the school year relative to the workshop group. Rates of commands and observations of classroom productivity were not different between groups. Teachers were satisfied with both approaches to training.
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U2 - 10.1016/j.ecresq.2012.12.001
DO - 10.1016/j.ecresq.2012.12.001
M3 - Article
AN - SCOPUS:84873825866
SN - 0885-2006
VL - 28
SP - 450
EP - 460
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 2
ER -