We conducted a school-wide training for Japanese preschool teachers based on the behavioral and functional approach to children with problem behaviors. Twenty-five Japanese teachers at a kindergarten and nursery school participated in the program, attending six training sessions and four case-study meetings. The training sessions consisted of lectures on behavioral and functional approaches, and group work to develop individual support plans. Following training, teachers’ knowledge of applied behavior analysis improved, as well as children’s behaviors targeted in the training plans. In addition, the overall behavior of the children improved, and the postprogram questionnaire showed that participants’ satisfaction and acceptance were high. A case-study meeting had been maintained weekly at both schools for 1 year. Although these results are promising, the current investigation has limitations, and the results should be interpreted with caution.

我们针对有问题行为的孩子的行为和功能方法，为日本学龄前老师进行了全校培训。幼儿园和托儿所的25名日语教师参加了该计划，参加了6次培训课程和4次案例研究会议。培训课程包括有关行为和功能方法的讲座，以及制定个人支持计划的小组工作。培训后，教师对应用行为分析的知识以及培训计划中针对儿童的行为得到了改善。此外，儿童的整体行为得到了改善，后程序问卷显示参与者的满意度和接受度很高。每周在两所学校举行一次案例研究会议，为期一年。