Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms

Jason T. Downer, Amanda P. Williford, Rebecca Shearer, Virginia E. Vitiello, Johayra Bouza, Shannon Reilly, Ann Lhospital

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

Consultation to teachers can be an effective intervention for reducing young children’s challenging behaviors within the classroom, yet there is a need for more efficient approaches that provide data-driven, video-based support to enhance and expand teacher and child impacts. This paper focuses on a newly developed early childhood consultation model, called Learning to Objectively Observe Kids (LOOK), which involves the use of data from validated measures about children, and video-based feedback, to guide teachers’ selection and implementation of behavioral strategies. Results from a small randomized controlled trial demonstrate LOOK impacts on teachers’ use of social–emotional teaching strategies and self-efficacy, as well as children’s positive and negative engagement with teachers, peers, and learning activities in preschool classrooms.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalSchool Mental Health
DOIs
StateAccepted/In press - Nov 16 2017

Keywords

  • Challenging behaviors
  • Classroom engagement
  • Consultation
  • Preschool

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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