The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide training in PBIS strategies differ in their language interactions with children in their classrooms compared with a control group? Findings were mixed and provide preliminary support for the hypothesis that a positive relationship exists between PBIS strategies and the language-learning environment of preschool classrooms. Teachers’ scores on a measure of PBIS strategies were a significant predictor of global ratings of language support. However, teachers who were enrolled in the program-wide PBIS training group did not score significantly higher than teachers in a control group at posttest.

中文翻译：

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教师积极行为支持与语言支持的关系

本研究的目标是扩展对影响幼儿课堂语言学习环境的因素的已知信息。解决了两个主要研究问题：(a) 教师使用全课堂积极行为干预和支持 (PBIS) 策略的衡量标准是否与教师语言支持的质量相关？(b) 与对照组相比，接受 PBIS 策略全计划培训的教师在课堂上与儿童的语言互动是否有所不同？结果喜忧参半，为PBIS 策略与学前班的语言学习环境之间存在正相关关系的假设提供了初步支持。教师在 PBIS 策略测量上的分数是语言支持全球评级的重要预测指标。然而，