The Relation Between Teachers' Positive Behavior Support and Language Support. (November 2020)

• Record Type: Journal Article
• Authors: Cunningham, Jennifer E.; Hemmeter, Mary Louise; Kaiser, Ann P.
• Is Part Of: Topics in early childhood special education. Volume 40:Number 3(2020:Nov.)
• Page Start: 131
• Page End: 142
• Publication Date: 2020-11
• Subjects: environment -- language/communication -- caregiver–child interaction; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121420943653
• Languages: English
• ISSNs: 0271-1214

Abstract

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.