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Project REACH: Re-Examining Practices for Addressing Challenging Behaviors in Head Start

Fri, April 9, 4:30 to 5:30pm EDT (4:30 to 5:30pm EDT), Virtual

Abstract

Persistent challenging behaviors (e.g., inattention, hyperactivity, impulsivity, aggression), occur in approximately 30% of Head Start (HS) children, yet only 2% receive relevant services (Kaiser et al., 2002; Qi & Kaiser, 2003). In HS, children with challenging behaviors do not experience the same academic benefit as their peers and left untreated, behaviors persist and lead to adverse outcomes (Mistry et al., 2008). This study, rooted in implementation science, aims to take the first step towards developing a method for workforce enhancement that is effective, feasible, and sustainable. Utilizing a mixed-method design, this study examines current practices for children with challenging behaviors, staff characteristics impacting those practices, and identifies areas for sustainable workforce enhancement in diverse urban HS centers.
Data collection included two phases. Phase-I included surveys (n = 346) of HS personnel (i.e., head teachers, assistant teachers, administrators, mental health staff, family support staff, and curriculum specialists). The survey assessed current strategy use and perceptions of strategies, knowledge of mental health problems and classroom management, perceptions of work environment, efficacy, and burnout. Phase-II included focus groups with aforementioned personnel regarding practices for children with challenging behaviors, cultural considerations, and areas for enhancement.

Descriptive results from Phase-I indicate that the most commonly utilized classroom strategies include universal (e.g., transitions, providing clear directions) and social emotional strategies (e.g., coaching and teaching social skills). The least utilized strategies include those that involve classroom removal (e.g., send child to office). Yet, in Phase-II focus groups, in the context of challenging behaviors (e.g., tantrums, aggression), staff often described using classroom removal practices in their centers. Regression analyses also reveal significant differences in strategy use reported by different staff members. For example, curriculum staff report significantly more frequent use of social emotional strategies than other staff (e.g., B = 0.76, p = 0.001). In Phase-I we also examined staff characteristics that relate to strategy use. Staff perceptions of work environment were associated with positive strategy use, such that more positive perceptions of environment were related greater positive strategy use (e.g., B = 0.17, p < 0.001). Self-efficacy was also related to strategy use such that greater self-efficacy is related to more positive strategies use (e.g., B = 0.23, p < 0.001), and lower ratings of self-efficacy are related to greater use of inappropriate strategies (B = -0.06, p < 0.05). Findings indicate a similar relationship between strategy use and teacher burnout. Such findings indicate potential targets for intervention. Phase-II focus groups reinforce many of the findings, and staff report burnout, emotional exhaustion, and classroom stress impact the way in which staff manage challenging behaviors. Additionally, all staff indicated a need for more training and coaching regarding strategies for managing challenging behaviors in the classroom.

Taken together, the results from the current study provide insight into current practices for children with challenging behaviors in HS, how staff characteristics impact practice, and help to identify areas for intervention and workforce enhancement that will better support the behavioral and academic needs of children with persistent challenging behaviors.

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