Effects of Behavioral and Functional Training on Japanese Preschool Teacher Knowledge and Child Behavior

Autor/inn/en	Inoue, Masahiko; Inoue, Naho
Titel	Effects of Behavioral and Functional Training on Japanese Preschool Teacher Knowledge and Child Behavior
Quelle	In: Journal of Positive Behavior Interventions, 25 (2023) 1, S.53-64 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inoue, Masahiko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300721993531
Schlagwörter	Foreign Countries; Preschool Teachers; Student Behavior; Behavior Problems; Preschool Children; Preschool Education; Kindergarten; Faculty Development; Behavior Modification; Program Effectiveness; Knowledge Level; Positive Behavior Supports; Functional Behavioral Assessment; Japan + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Behaviour modification; Verhaltensänderung; Wissensbasis
Abstract	We conducted a school-wide training for Japanese preschool teachers based on the behavioral and functional approach to children with problem behaviors. Twenty-five Japanese teachers at a kindergarten and nursery school participated in the program, attending six training sessions and four case-study meetings. The training sessions consisted of (a) lectures on behavioral and functional approaches and (b) group work to develop individual support plans. Following training, improvement was seen in both teachers' knowledge of applied behavior analysis as well as children's behaviors targeted in the training plans. In addition, the overall behavior of the children improved, and the postprogram questionnaire showed that participants' satisfaction and acceptance were high. A case-study meeting had been maintained weekly at both schools for 1 year. Although these results are promising, the current investigation has limitations, and the results should be interpreted with caution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01