A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports
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| Title: | A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports |
|---|---|
| Language: | English |
| Authors: | Kelly, Elizabeth M. (ORCID |
| Source: | Topics in Early Childhood Special Education. Aug 2022 42(2):162-174. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A180061 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Family (Sociological Unit), Early Childhood Teachers, Child Behavior, Behavior Problems, Behavior Modification, Positive Behavior Supports, Cooperation, Family School Relationship, Family Attitudes, Teacher Attitudes |
| DOI: | 10.1177/0271121420986868 |
| ISSN: | 0271-1214 1538-4845 |
| Abstract: | Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors in early childhood settings. Using qualitative inquiry, we examined family members' and early childhood educators' experiences with the behavior support process. Focus groups were conducted with 12 family members and 11 educators to understand how they collaborate. Our findings highlight themes related to communication and building partnerships. Based on these findings, we present a model of family-professional collaboration and a discussion of technology-supported communication tools that may facilitate successful collaboration between families and educators during the behavior support process. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | EJ1347110 |
| Database: | ERIC |
| Abstract: | Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors in early childhood settings. Using qualitative inquiry, we examined family members' and early childhood educators' experiences with the behavior support process. Focus groups were conducted with 12 family members and 11 educators to understand how they collaborate. Our findings highlight themes related to communication and building partnerships. Based on these findings, we present a model of family-professional collaboration and a discussion of technology-supported communication tools that may facilitate successful collaboration between families and educators during the behavior support process. |
|---|---|
| ISSN: | 0271-1214 1538-4845 |
| DOI: | 10.1177/0271121420986868 |
