Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Arts and Social Sciences
      • Māori & Psychology Research Unit
      • Māori & Psychology Research Unit Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Arts and Social Sciences
      • Māori & Psychology Research Unit
      • Māori & Psychology Research Unit Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Behavior support strategies in Singapore preschools: Practices and outcomes

      Lau, Lily H.S.; Moore, Dennis W.; Anderson, Angelika
      Thumbnail
      Files
      12.5.19 Behaviour Support Strategies in Singapore.pdf
      Accepted version, 375.1Kb
      DOI
       10.1177/1098300719855349
      Find in your library  
      Citation
      Export citation
      Lau, L. H. S., Moore, D. W., & Anderson, A. (2019). Behavior support strategies in Singapore preschools: Practices and outcomes. Journal of Positive Behavior Interventions, 21(4), 249–258. https://doi.org/10.1177/1098300719855349
      Permanent Research Commons link: https://hdl.handle.net/10289/13512
      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.
      Date
      2019
      Type
      Journal Article
      Publisher
      Sage Publications Inc
      Rights
      This is an author’s accepted version of an article published in the Journal of Positive Behavior Interventions. © Hammill Institute on Disabilities 2019
      Collections
      • Māori & Psychology Research Unit Papers [244]
      Show full item record  

      Usage

      Downloads, last 12 months
      178
       
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement