附外文文献原文

Abstract:This investigation  examined the effects of a classroom-based intervention, Behavioral,Emotional,and Social Training:Competent Learners Achieving School Success (BEST in CLASS),on  teacher behaviors and child outcomes in early childhood classrooms.First,we examined the effects of professional  development training and practice-based coaching(including performance feedback) on teachers’ implementation and maintenance of the BEST in CLASS model practices.Next,we examined the effects of teachers’ implementation of these practices on young children’ s engagement and problem behaviors. Using a descriptive nonexperimental design,10 teachers and 19 children received the intervention. Findings indicated that teachers use of the BEST in CLASS practices including  rules,precorrection,opportunities to respond,behavior-specific praise,and instructive and corrective feedback increased from baseline to completion of the intervention and these increases maintained.In addition,children’ s engagement increased while their problem behaviors decreased.Although these results are promising,the current investigation has limitations and the results should be viewed with caution.

Keywords:effective instructional practices,problem behaviors,early intervention

One of our nation’s most challenging educational concerns is young children who enter early childhood programs unprepared for the learning opportunities they encounter in school,many of whom display significant and chronic problem behavior.Recent data indicate prevalence rates of young children who demonstrate problem behaviors that place them at elevated risk of emotional or behavioral disorders at approximately 12% to 25%.When children with significant problem behaviors are not identified or treated at an early age,the severity and intensity of their problems increase,ultimately requiring more intensive services and resources and increasing the likelihood of poor academic outcomes,peer rejection,adult mental health concerns,and adverse effects on their  families.young children who lack social emotional,and behavioral competence are at a noticeable disadvantage in classroom settings.

To address this serious educational issue,many states have implemented early education programs that target preschool-age children who come from high-risk backgrounds(i.e., poverty). Unfortunately,many of the children attending these programs enter school with established patterns of problem behavior and enter classrooms with teachers who are ill-equipped to deal with these behaviors. In fact,the number one area early childhood teachers report feeling the least  prepared for is behavior management of problem behaviors.

Researchers have found that early childhood teachers often react negatively (e.g.,increased restrictions,punitive interventions) to children who demonstrate problem behaviors. As a result, teacher’s interactions with these children tend to be less positive than their interactions with children who do not demonstrate  problematic  behavior.This negative interaction pattern can lead to fewer learning  opportunities and less engagement in classroom activities,resulting in missed opportunities for learning critical school-readiness skills. Given the large number of children currently enrolled in early education programs, there is a critical need for interventions that can be implemented by teachers within the context of their classroom activities and are effective in reducing children’ s established problem behaviors.

Capitalizing on teacher behaviors that promote desirable child behavior is one way to accomplish this goal.That is,teacher instructional practices that support appropriate behaviors of children are often demonstrated in early childhood classrooms;however,these practices may not be delivered frequently enough or with the high quality necessary to maximize child outcomes. Performance-based feedback/coaching is one model that has demonstrated promise at increasing targeted teacher behaviors in early childhood and elementary school classrooms.