Study of Family-Centered Positive Behavior Support Professional Training for Preservice Preschool Teachers
The purpose of this study was to evaluate family-centered positive behavior support (PBS) professional training for preservice early childhood teachers. Implementation of the proposed training in the field was assessed. The training included two phases. The first phase was foundational knowledge training of preservice teachers, and the second phase was implementation of technical training in the field. A total of 21 students majoring in early childhood education and seven families of children with disabilities agreed to participate in this study. Various quantitative tools were used to evaluate training outcomes of participants, including a goal attainment scale, an instructional evaluation form, and a social validity questionnaire. Focus group interviews and document analysis were used to gather supplemental data for this study. After receiving 40 hours of foundational knowledge training, the participants agreed that the training was necessary for their professional development. With regard to the practical implementation, significant technical improvement was observed in the domains of parent–teacher meetings, teaching responsibilities, curriculum plans, teaching techniques, and parent–teacher communication. Treatment validity improved for all participating students. In addition, positive outcomes for social validity reflected that the families highly approved of the PBS training. In sum, the preservice early childhood teachers gained knowledge and skills from the proposed PBS professional training.
|關鍵詞||幼兒園教師、正向行為支持、家庭本位、專業成長、preschool teachers、positive behavior support、family-centered、professional training|