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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 0000-0002-8587-5767), Harbin, Shawna G., Spaulding, Scott A., Roberts, Carly A., Artman-Meeker, Kathleen
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
FullText Text:
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  Data: A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports
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  Data: <searchLink fieldCode="AR" term="%22Kelly%2C+Elizabeth+M%2E%22">Kelly, Elizabeth M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8587-5767">0000-0002-8587-5767</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harbin%2C+Shawna+G%2E%22">Harbin, Shawna G.</searchLink><br /><searchLink fieldCode="AR" term="%22Spaulding%2C+Scott+A%2E%22">Spaulding, Scott A.</searchLink><br /><searchLink fieldCode="AR" term="%22Roberts%2C+Carly+A%2E%22">Roberts, Carly A.</searchLink><br /><searchLink fieldCode="AR" term="%22Artman-Meeker%2C+Kathleen%22">Artman-Meeker, Kathleen</searchLink>
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  Data: 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
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  Data: 10.1177/0271121420986868
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– Name: Abstract
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  Data: 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.
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