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Inoue, Masahiko; Inoue, Naho – Journal of Positive Behavior Interventions, 2023
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 (a)…
Descriptors: Foreign Countries, Preschool Teachers, Student Behavior, Behavior Problems
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Hongbiao Yin; Yangyang Guo – European Journal of Education, 2024
With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person-centred approach and conducted the latent profile analysis, identifying different profiles of…
Descriptors: Foreign Countries, Kindergarten, Preschool Teachers, Emotional Development
Kittelman, Angus; Storie, Sloan; Horner, Robert H.; Machalicek, Wendy – Center on Positive Behavioral Interventions and Supports, 2020
Young students starting school for the first time (e.g., kindergarteners) often benefit from more than typical intensity of behavioral support. Learning new social expectations, routines, and interaction patterns can be daunting. This is an important concern for schools implementing positive behavioral interventions and supports (PBIS). Learning a…
Descriptors: Behavior Modification, Positive Behavior Supports, Intervention, Kindergarten
Baker, Rachel – Rowman & Littlefield Publishers, 2016
Let's face it--teaching can be stressful. In this generation of Common Core Standards and highstakes testing, educators are often left without the time to plan positive behavioral supports or the sanity to cultivate compassionate relationships with their students. Even though they understand the critical relationship between behavior and…
Descriptors: Positive Behavior Supports, Early Childhood Education, Kindergarten, Grade 1
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DeJager, Brett W.; Filter, Kevin J. – Journal of Applied School Psychology, 2015
This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions…
Descriptors: Program Effectiveness, Teaching Methods, Reinforcement, Behavior Modification
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Harn, Beth; Basaraba, Deni; Chard, David; Fritz, Ronda – Learning Disabilities: A Contemporary Journal, 2015
Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…
Descriptors: Behavior Modification, Positive Behavior Supports, Intervention, Response to Intervention