Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms
- 443 Downloads
Consultation to teachers can be an effective intervention for reducing young children’s challenging behaviors within the classroom, yet there is a need for more efficient approaches that provide data-driven, video-based support to enhance and expand teacher and child impacts. This paper focuses on a newly developed early childhood consultation model, called Learning to Objectively Observe Kids (LOOK), which involves the use of data from validated measures about children, and video-based feedback, to guide teachers’ selection and implementation of behavioral strategies. Results from a small randomized controlled trial demonstrate LOOK impacts on teachers’ use of social–emotional teaching strategies and self-efficacy, as well as children’s positive and negative engagement with teachers, peers, and learning activities in preschool classrooms.
KeywordsChallenging behaviors Consultation Preschool Classroom engagement
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120323-14 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Special thanks to Sandra Ampudia, Dunia Villanueva, Krystal Bichay, and Erik Ruzek for their contributions to implementing LOOK and preparing this manuscript, as well as to the participating teachers, children, and families.
Compliance with Ethical Standards
Conflict of interest
Jason Downer, Amanda Williford, and Rebecca Bulotksy-Shearer were coinvestigators on the research grant from the Institute of Education Sciences that funded this study. All other authors declare that they have no conflict of interest.
- Cohen, E., & Kaufman, R. (2005). Early childhood mental health consultation. Promotion of mental health and prevention of mental and behavioral disorders (Vol. 1). Washington, DC: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services.Google Scholar
- Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions. Early Childhood Research Quarterly, 25, 1–16.CrossRefPubMedGoogle Scholar
- Duran, F., Hepburn, K., Irvine, M., Kaufmann, R., Anthony, B., Horen, N., et al. (2009). What works? A study of effective early childhood mental health consultation programs. Washington, DC: Georgetown University Center for Child and Human Development.Google Scholar
- Fantuzzo, J., Bulotsky-Shearer, J., McDermott, P., Mosca, S., & Lutz, M. N. (2003). A multivariate analysis of emotional and behavioral adjustment and preschool educational outcomes. School Psychology Review, 32, 185–203.Google Scholar
- Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33, 467–480.Google Scholar
- Federal Register. (2012). 2012 Poverty Guidelines (Vol. 77, pp. 4034–4035). Federal Register.Google Scholar
- Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The Teaching Pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48–52.Google Scholar
- Gilliam, W. S. (2005). Pre-kindergarteners left behind: Expulsion rates in state pre-kindergarten systems. New Haven, CT: Yale University Child Study Center.Google Scholar
- Hemmeter, M. L., Corso, R., & Cheatham, G. (2006). Issues in addressing challenging behaviors in young children: A national survey of early childhood educators. Paper presented at the Conference on Research Innovations in Early Intervention, San Diego, CA.Google Scholar
- Hemmeter, M. L., Fox, L., & Snyder, P. (2008). The teaching pyramid observation tool research edition. Unpublished assessment, Vanderbilt University, Nashville, TN.Google Scholar
- Hsueh, J., Lowenstein, A. E., Morris, P., Mattera, S. K., & Bangser, M. (2014). Impacts of social-emotional curricula on three-year-olds: Exploratory findings from the Head Start CARES Demonstration. OPRE Report 2014-78. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.Google Scholar
- Kazdin, A. E., & Weisz, J. R. (2003). Introduction: Context and background of evidence-based psychotherapies for children and adolescents. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 3–20). New York, NY: Guilford.Google Scholar
- Kern, L., DePaul, G., Volpe, R., Sokol, N., Lutz, G., Arbolino, L., et al. (2007). Multi-setting assessment-based intervention for young children at risk for attention deficit hyperactivity disorder: Initial effects on academic and behavioral functioning. School Psychology Review, 36, 237–255.Google Scholar
- Meisels, S. J. (1997). Using work sampling in authentic assessments. Educational Leadership, 54(4), 60–65.Google Scholar
- Morris, P., Mattera, S. K., Castells, N., Bangser, M., Bierman, K., & Raver, C. (2014). Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers’ social and emotional competence. Executive Summary. OPRE Report 2014-44. New York, NY: MDRC.Google Scholar
- Muthén, L. K., & Muthén, B. O. (2010). Mplus user’s guide: Statistical analysis with latent variables. Los Angeles, CA: Muthén & Muthén.Google Scholar
- National Association for the Education of Young Children and the National Association of Child Care Resource and Referral Agencies. (2012). Early childhood education professional development: Training and technical assistance glossary. Washington, DC: Author.Google Scholar
- Pianta, R. C., & Walsh, D. J. (1996). High-risk children in schools: Constructing sustaining relationships. New York, NY: Psychology Press.Google Scholar
- Shernoff, E. S., & Kratochwill, T. R. (2007). Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. School Psychology Quarterly, 22, 449–472.CrossRefGoogle Scholar
- Tremblay, R. E., Masse, L. C., Pagani, L., & Vitaro, F. (1996). From childhood physical aggression to adolescent maladjustment: The Montreal prevention experiment. In R. D. Peters & R. J. McMahon (Eds.), Preventing childhood disorders, substance abuse, and delinquency (pp. 268–298). Thousand Oaks, CA: Sage Publications Inc.CrossRefGoogle Scholar
- Webster-Stratton, C. (2005). The Incredible Years: A training series for the prevention and treatment of conduct problems in young children. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (2nd ed., pp. 507–555). Washington, DC: American Psychological Association.Google Scholar
- Webster-Stratton, C. (2012). Teacher classroom management strategies questionnaire. Retrieved November 14, 2017 from http://www.incredibleyears.com/for-researchers/measures/.
- Zero to Three. (2016). Early childhood mental health consultation: Policies and practices to foster the social-emotional development of young children. Washington, D.C.: Author.Google Scholar