Poster #30 - Early Childhood Professional Development Targeting Classroom Management and Behavioral Support Skills: A Systematic Review

• In Event: Poster Session 02

Abstract

Early childhood educators are expected to provide the diverse range of children in their schools and centers with high-quality care and preparation for later school success. Nearly a third of these children enter early care and education settings displaying challenging behaviors (Barbarin, 2007; Yoder & Williford, 2019), which in turn impacts educators’ stress levels, well-being, and retention rates. (Bassok et al., 2021; Clayback & Williford, 2021; Friedman-Krauss, 2014), and work-related stress has only increased since the start of the COVID-19 pandemic (Crawford et al., 2021). It is then unsurprising that classroom management and providing behavioral supports are consistently identified as areas where educators require further training upon entering the workforce (Garrity et al., 2019; Hemmeter et al., 2008; Snell et al., 2012). However, many early childhood educators report that they do not have access to high-quality professional development (PD) opportunities that meet their and their classroom’s needs (Linder et al., 2016). The purpose of this study is to conduct a systematic review of the empirical literature on PD approaches targeting these areas for early childhood professionals. Articles were included in the review if they met the following criteria: (a) The study evaluated methods of training early educators on classroom management skills, use of positive behavioral supports, or approaches to improve children’s problem and/or challenging behaviors at a universal or whole-classroom level; (b) The evaluated training was delivered to one or more individuals working at a school or early childhood center with preschool-aged children (i.e., 3-5 years old); (c) The study included at least one educator outcome measuring the use of classroom management or positive behavioral support strategies; (d) The training was evaluated using one of the following designs: randomized controlled trial or cluster-randomized trial; quasi-experimental group comparison design in which groups were matched or tested for differences; open trial; or single-case experimental designs (e.g., multiple baseline); (e) The report was written in the English language; (f) The report was published in a peer-reviewed journal. Forty-seven studies with 42 unique samples were identified as meeting inclusion criteria and were coded for strategies targeted, the context and characteristics of the PD series, and the research design and outcomes utilized. Findings revealed that studies were highly variable in terms of targeted strategies, format of administration, training dose, research design, educator and child samples, and reporting practices. Most studies were conducted with educators from Head Start and public preschools and utilized research staff in the administration of the PD series. Research on intervention dissemination, implementation, and transportability has shown that the adoption and sustained practice of evidence-based interventions in school settings are affected by a range of child, staff, and setting factors (Domitrovich et al., 2011; Forman, 2013; Forman et al., 2008; Schoenwald & Hoagwood, 2001). Therefore, it is notable that sustainable practices and the diverse characteristics of early childhood schools, centers, and workforces have not been included in much of the research on these PD approaches to date. Implications for researchers and early childhood mental health professionals and administrators will be discussed.

Authors

• Averill Flynn Obee, Florida International University
  Presenting Author

• Katie Hart, Florida International University

• Gregory Fabiano, Florida International University