The Relation between Teachers' Positive Behavior Support and Language Support

Autor/inn/en	Cunningham, Jennifer E.; Hemmeter, Mary Louise; Kaiser, Ann P.
Titel	The Relation between Teachers' Positive Behavior Support and Language Support
Quelle	In: Topics in Early Childhood Special Education, 40 (2020) 3, S.131-142 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121420943653
Schlagwörter	Positive Behavior Supports; Language Acquisition; Teacher Student Relationship; Preschool Education; Scores; Rating Scales; Predictor Variables; Classroom Environment; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Vorschulerziehung; Rating-Skala; Prädiktor; Klassenklima; Unterrichtsklima
Abstract	The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide training in PBIS strategies differ in their language interactions with children in their classrooms compared with a control group? Findings were mixed and provide preliminary support for the hypothesis that a positive relationship exists between PBIS strategies and the language-learning environment of preschool classrooms. Teachers' scores on a measure of PBIS strategies were a significant predictor of global ratings of language support. However, teachers who were enrolled in the program-wide PBIS training group did not score significantly higher than teachers in a control group at posttest. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01