Background

This study was the first attempt to investigate the status of implementation and sustainability of early childhood positive behavior support (PBS) via the lens of implementation science for community-based child care centers in a Midwest state of the United States.

Objective

Obtain state-level data and gain insights on PBS implementation and sustainability in target child care centers.

Method

Through a total population sampling method, we recruited administrators (N = 94, 12% of the full population) of target child care centers to participate in a survey.

Results

The results suggested that the majority of the responding centers (59.57%) had not received PBS professional development (PD) indicating PBS PD opportunities had not been disseminated in the majority of community-based child care centers in the target state. Nearly half of the programs were not implementing PBS practices after they received PBS PD, which raised questions about continuous use of PBS and the return on investment of PBS PD efforts. The results of ANOVA found that the scope of PBS training significantly affected the level of PBS implementation; the type of training significantly affected the level of PBS sustainability. Simple linear regression revealed programs that had a higher level of PBS implementation also had a higher level of PBS sustainability.

Conclusions

Using implementation science theories and tools, we developed two preliminary measures to obtain meaningful information about early childhood PBS implementation and sustainability in community-based child care centers. Understanding the factors associated with implementation can provide insights for the improvement of PD programs when disseminating the use of evidence-based PBS practices.

中文翻译：

---

检查儿童保育中心积极行为支持的实施和可持续性

背景

这项研究是第一次尝试通过美国中西部州社区儿童保育中心的实施科学来调查早期儿童积极行为支持 (PBS) 的实施状况和可持续性。

客观的

获取州级数据并深入了解目标托儿中心的 PBS 实施和可持续性。

方法

我们通过总人口抽样的方法，招募 了目标托儿所的管理人员（N =94，占总人口的12%）参与调查。

结果

结果表明，大多数响应中心 (59.57%) 没有接受 PBS 专业发展 (PD)，表明目标州的大多数社区儿童保育中心没有传播 PBS PD 机会。近一半的项目在收到 PBS PD 后没有实施 PBS 实践，这引发了关于继续使用 PBS 以及 PBS PD 工作的投资回报的问题。ANOVA的结果发现，PBS培训的范围显着影响了PBS的实施水平；培训类型显着影响了 PBS 的可持续性水平。简单的线性回归显示，具有较高 PBS 实施水平的项目也具有较高水平的 PBS 可持续性。

结论

使用实施科学理论和工具，我们制定了两项初步措施，以获取有关社区儿童保育中心的幼儿 PBS 实施和可持续性的有意义的信息。在传播循证 PBS 实践的使用时，了解与实施相关的因素可以为改进 PD 计划提供见解。