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 J. Bulotsky-Shearer, Virginia E. Vitiello, Johayra Bouza, Shannon Reilly, Ann Lhospital

Research output: Contribution to journalArticlepeer-review

8 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)226-242
Number of pages17
JournalSchool Mental Health
Volume10
Issue number3
DOIs
StatePublished - Sep 1 2018

Keywords

  • Challenging behaviors
  • Classroom engagement
  • Consultation
  • Preschool

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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