Using a Tiered Approach to Support Early Childhood Educators’ Use of Behavioral Strategies

Abstract

School-wide, multi-tiered systems of support are increasingly incorporating effective, low-intensity strategies (e.g., behavior-specific praise, choice, precorrection) into their Tier 1 (universal) practices. For some teachers, additional coaching may be needed to promote the use of these strategies. This study applied a tiered approach to supporting early childhood education educators’ use of behavioral strategies by providing email coaching with targeted examples, praise for strategy use, goal setting and visual performance feedback (Tier 2), and if needed, vibratory prompting in addition to Tier 2 supports (Tier 3). Results suggest a functional relation between the intervention and educators’ use of BSP and choice. One teacher required Tier 3 supports to reach goal-level implementation of BSP. Treatment fidelity and social validity data suggest the utility of this tiered approach. Limitations and future directions are discussed.

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Correspondence to Robin Parks Ennis.

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Human Subjects Research and Informed Consent

The experimental procedures herein were approved by the Institutional Review Board of the University of Alabama at Birmingham prior to initiation of this study. Teacher participants signed informed consent documents prior to participation.

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There are no perceived conflicts of interest for any authors.

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Ennis, R.P., Flemming, S.C., Michael, E. et al. Using a Tiered Approach to Support Early Childhood Educators’ Use of Behavioral Strategies. Educ. Treat. Child. 43, 265–277 (2020). https://doi.org/10.1007/s43494-020-00027-x

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Keywords

  • Behavior-specific praise
  • Choice
  • Coaching
  • Multi-tiered systems of support
  • Positive behavior interventions and supports
  • Precorrection