Behavior Support Strategies in Singapore Preschools: Practices and Outcomes

Autor/inn/en	Lau, Lily H. S.; Moore, Dennis W.; Anderson, Angelika
Titel	Behavior Support Strategies in Singapore Preschools: Practices and Outcomes
Quelle	In: Journal of Positive Behavior Interventions, 21 (2019) 4, S.249-258 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300719855349
Schlagwörter	Positive Behavior Supports; Foreign Countries; Preschools; Preschool Children; Preschool Teachers; Program Implementation; Kindergarten; Child Care Centers; Classroom Techniques; Child Behavior; Behavior Problems; Program Evaluation; Intervention; Learner Engagement; Outcomes of Education; Singapore + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Klassenführung; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg; Singapur
Abstract	This study evaluated teachers' use of universal Program-Wide Positive Behavior Support (PW-PBS) practices at a class-wide level, the rate of disruptive behavior, and the level of academic engagement in Singapore preschool general education classrooms. Evaluation was carried out in 32 classrooms using mainly direct observational methods. Findings indicated that while the majority of the teachers taught rules and expectations to children several times throughout the year, used effective error corrections, and allocated more than 70% of class time to academic instructions, none of them had a system for documenting and rewarding appropriate child behavior, or a documented system to address specific behavioral violations. Very few teachers used a continuum of consequences to manage rule violations, and the use of general and behavior-specific praise was low. Furthermore, rates of disruptive behavior were relatively high, which were associated with high rates of reprimands, and one third of the classrooms had low academic engagement levels. Methods of enhancing teacher training in universal practices are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01