Open Access Graduate Research Paper
Behavior modification; Early childhood special education;
Challenging behaviors in early childhood programs are of increasing concern to teachers in preschool programs. The use of Positive Behavior Supports, or PBS, has been on the rise in a variety of preschool programs as a way to increase acceptable behaviors while using tiered interventions to identify children in need of specific skills training in hopes of decreasing the chances of negative behaviors. While most teachers are in favor of the PBS initiative, many teachers report not having enough time or expertise to implement the program to the best of their ability. Another new initiative in preschool programs is that of a support teacher, or instructional coach. This project aims to merge the two initiatives to show how the instructional coaching model can be used in early childhood programs to establish and carry out a robust PBS program, even with students who have the most challenging needs. Tiered interventions appropriate for a variety of preschool programs will be discussed, as well as how to best use a support teacher to implement these interventions in early childhood programs. Lastly, a professional development plan will be shared outlining how one metropolitan school district utilized an instructional coach to train and mentor teachers to implement positive behavior supports in self-contained and inclusive early childhood special education programs.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Jill M. Uhlenberg
1 PDF file (iv, 93 pages)
©2013 Heather Donoho
Donoho, Heather, "Using the instructional coaching model to implement positive behavior supports in early childhood special education programs" (2013). Graduate Research Papers. 165.