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dc.contributor.authorLau, Lily H.S.en_NZ
dc.contributor.authorMoore, Dennis W.en_NZ
dc.contributor.authorAnderson, Angelikaen_NZ
dc.date.accessioned2020-03-16T01:42:51Z
dc.date.available2019-10-01en_NZ
dc.date.available2020-03-16T01:42:51Z
dc.date.issued2019en_NZ
dc.identifier.citationLau, 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/10.1177/1098300719855349en
dc.identifier.issn1098-3007en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13512
dc.description.abstractThis 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.
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherSage Publications Incen_NZ
dc.rightsThis is an author’s accepted version of an article published in the Journal of Positive Behavior Interventions. © Hammill Institute on Disabilities 2019
dc.subjectSocial Sciencesen_NZ
dc.subjectPsychology, Clinicalen_NZ
dc.subjectEducation, Specialen_NZ
dc.subjectPsychologyen_NZ
dc.subjectEducation & Educational Researchen_NZ
dc.subjectProgram assessmenten_NZ
dc.subjectpositive behavior supporten_NZ
dc.subjectclassroom interventionen_NZ
dc.subjectchallenging behavioren_NZ
dc.subjectpreschoolen_NZ
dc.subjectTEACHERS USEen_NZ
dc.subjectCHALLENGING BEHAVIORen_NZ
dc.subjectPRAISE STATEMENTSen_NZ
dc.subjectYOUNG-CHILDRENen_NZ
dc.subjectIMPLEMENTATIONen_NZ
dc.subjectEDUCATORSen_NZ
dc.subjectSYSTEMen_NZ
dc.subjectSCHOOLen_NZ
dc.subjectMODELen_NZ
dc.subjectINTERVENTIONen_NZ
dc.titleBehavior support strategies in Singapore preschools: Practices and outcomesen_NZ
dc.typeJournal Article
dc.identifier.doi10.1177/1098300719855349en_NZ
dc.relation.isPartOfJournal of Positive Behavior Interventionsen_NZ
pubs.begin-page249
pubs.elements-id238657
pubs.end-page258
pubs.issue4en_NZ
pubs.publication-statusPublisheden_NZ
pubs.volume21en_NZ
dc.identifier.eissn1538-4772en_NZ


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