当前位置: X-MOL 学术J. Posit. Behav. Interv. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Implementing Positive Behavior Support Within Preschool Settings: Group Functional Assessment and CW-FIT
Journal of Positive Behavior Interventions ( IF 1.4 ) Pub Date : 2020-01-10 , DOI: 10.1177/1098300719890065
Dearbhaile Mahon 1 , Ciara Gunning 1 , Jennifer Holloway 1 , Helena Lydon 1
Affiliation  

Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that incorporates social skills training, group contingencies, and reinforcement to address problem behavior within classrooms. This intervention has been found to be socially valid by teachers and children, and effective in increasing children’s engagement, decreasing problems/problem behavior in elementary, kindergarten, and first- and second-grade classrooms. The aim of the current study was to evaluate a modified CW-FIT as an effective strategy to address problem behavior within two community preschools in Ireland across three preschool classes with 32 children. A multiple-baseline design across groups was employed to evaluate the outcomes, with measures of generalization and maintenance (for one group) also taken. Visual analysis of data revealed an increase in the children’s on-task behavior and social skills as well as a decrease in children’s problem behavior within these settings. Generalization (across all three groups) and maintenance (across one group) of these findings for on-task behavior and problem behavior were also observed. Social validity measures showed that teachers rated the intervention as socially acceptable.

中文翻译:

在学龄前环境中实施积极的行为支持:小组功能评估和CW-FIT

学龄前是儿童成长的重要教育环境,问题行为是这种环境中普遍存在的障碍。幼儿教师表示需要采取循证的课堂管理干预措施来解决问题行为。与全班级有关的干预团队(CW-FIT)是一项干预措施,结合了社交技能培训,小组突发事件和强化以解决教室内的问题行为。教师和儿童发现这种干预在社会上是有效的,并且可以有效地增加儿童的参与度,减少小学,幼儿园以及一年级和二年级教室的问题/问题行为。当前研究的目的是评估经过修改的CW-FIT,作为解决爱尔兰两个社区学前班在32个孩子的三个学前班中问题行为的有效策略。采用跨组的多基线设计来评估结果,并采用概括和维持的措施(针对一组)。数据的视觉分析显示,在这些情况下,儿童的工作行为和社交技能有所增加,而儿童的问题行为有所减少。还观察到了针对任务行为和问题行为的这些发现的概括性(在所有三组中)和维护性(在一组中)。社会有效性测度表明,教师对干预的评价为社会上可接受的。采用跨组的多基线设计来评估结果,并采用概括和维持的措施(针对一组)。数据的视觉分析显示,在这些情况下,儿童的工作行为和社交技能有所增加,而儿童的问题行为有所减少。还观察到了针对任务行为和问题行为的这些发现的概括性(在所有三组中)和维护性(在一组中)。社会有效性测度表明,教师对干预的评价为社会上可接受的。采用跨组的多基线设计来评估结果,并采用概括和维持的措施(针对一组)。数据的视觉分析显示,在这些情况下,儿童的工作行为和社交技能有所增加,而儿童的问题行为有所减少。还观察到了针对任务行为和问题行为的这些发现的概括性(在所有三组中)和维护性(在一组中)。社会有效性测度表明,教师对干预的评价为社会上可接受的。数据的视觉分析显示,在这些情况下,儿童的工作行为和社交技能有所增加,而儿童的问题行为有所减少。还观察到了针对任务行为和问题行为的这些发现的概括性(在所有三组中)和维护性(在一组中)。社会有效性测度表明,教师对干预的评价为社会上可接受的。数据的视觉分析显示,在这些情况下,儿童的工作行为和社交技能有所增加,而儿童的问题行为有所减少。还观察到了针对任务行为和问题行为的这些发现的概括性(在所有三组中)和维护性(在一组中)。社会有效性测度表明,教师对干预的评价为社会上可接受的。
更新日期:2020-01-10
down
wechat
bug