Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery
Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery thatmaintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in childrens disruptive classroom behavior.
Journal of Educational and Psychological Consultation
Dufrene, B. A.,
Harpole, L. L.,
(2012). Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery. Journal of Educational and Psychological Consultation, 22(3), 159-186.
Available at: https://aquila.usm.edu/fac_pubs/91