Promoting Inclusion in Preschool with Program-Wide Positive Behaviour Supports

Autor/inn/en	Robbins, Sandra Hess; Bucholz, Jessica Lynne; Varga, Mary Alice; Green, Katherine B.
Titel	Promoting Inclusion in Preschool with Program-Wide Positive Behaviour Supports
Quelle	In: International Journal of Inclusive Education, 26 (2022) 4, S.397-414 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1666169
Schlagwörter	Positive Behavior Supports; Preschools; Inclusion; Preschool Teachers; Professional Personnel; Interpersonal Competence; Behavior Problems; Behavior Change; Intervention; Preschool Children; Students with Disabilities; Program Implementation; Professional Training; Social Skills Improvement System Rating Scales; Intervention Rating Profile + Suchen Sie Ihr Suchwort? Inklusion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Personalbestand; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Berufliche Fachbildung; Berufliche Fortbildung
Abstract	This article describes a collaborative faculty research project developed to support a university preschool in their transition to becoming an inclusive programme. The project, conducted in the southeastern region of the United States, facilitated the development and implementation of the first two tiers of a system of Program-Wide Positive Behavior Supports (PW-PBS) in the preschool. The primary investigators developed and provided 15 h of PW-PBS training for the preschool teachers and staff during the first half of the school year. During the second half of the school year, the teachers and staff implemented PW-PBS, and the investigators administered fidelity of implementation measures. The completed fidelity measures were used to provide feedback and follow-up support. Pre-post measures of the effects of PW-PBS on children's social skills and problem behaviours were also administered and the social validity of PW-PBS was evaluated. Results indicate that after being trained on tiers one and two in the first half of the school year, teachers were able to implement PW-PBS at 51% fidelity in January. After one follow-up session with the investigators in March, fidelity increased to 58%. Pretest-posttest measures showed significant increases in social skills and significant decreases in problem behaviours among child participants. Finally, the results indicate the adult participants found PW-PBS to be a socially acceptable intervention. Implications and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01