A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators

Gregory A. Fabiano, Rebecca K. Vujnovic, Daniel Waschbusch, Jihnhee Yu, Terry Mashtare, Meaghan E. Pariseau, William E. Pelham, Brittany R. Parham, Kalima J. Smalls

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Effective behavior support is an important component of high-quality and nurturing early childhood classroom settings. At present, there are few studies that investigate the best way to train and support teachers in these strategies. The present study compared two different training approaches: (1) a workshop that included a one-day classroom-based training that introduced effective preventative and behavior support strategies followed by school year behavioral consultation support; or (2) an intensive condition that included the one-day workshop plus four days of experiential learning and practice in a preschool classroom followed by school year behavioral consultation support. Eighty-eight teachers/aides were randomly assigned to one of the two training conditions, and training occurred in August before the commencement of the school year. Results indicated that on observations of effective behavioral management and instructional learning formats, teachers in the intensive condition were improved proximally, with effects waning over time. For measures of teacher use of praise, the intensive group maintained the improved rate throughout the school year relative to the workshop group. Rates of commands and observations of classroom productivity were not different between groups. Teachers were satisfied with both approaches to training.

Original languageEnglish (US)
Pages (from-to)450-460
Number of pages11
JournalEarly Childhood Research Quarterly
Volume28
Issue number2
DOIs
StatePublished - Feb 4 2013

Fingerprint

educator
Education
teacher
classroom
Referral and Consultation
school
Problem-Based Learning
Group
learning
Learning
Efficiency
productivity
childhood
management
Behavior Observation Techniques
Practice (Psychology)

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

Fabiano, Gregory A. ; Vujnovic, Rebecca K. ; Waschbusch, Daniel ; Yu, Jihnhee ; Mashtare, Terry ; Pariseau, Meaghan E. ; Pelham, William E. ; Parham, Brittany R. ; Smalls, Kalima J. / A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators. In: Early Childhood Research Quarterly. 2013 ; Vol. 28, No. 2. pp. 450-460.
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A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators. / Fabiano, Gregory A.; Vujnovic, Rebecca K.; Waschbusch, Daniel; Yu, Jihnhee; Mashtare, Terry; Pariseau, Meaghan E.; Pelham, William E.; Parham, Brittany R.; Smalls, Kalima J.

In: Early Childhood Research Quarterly, Vol. 28, No. 2, 04.02.2013, p. 450-460.

Research output: Contribution to journalArticle

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