Author ORCID Identifier
Date Available
5-1-2020
Year of Publication
2020
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Jennifer Grisham-Brown
Abstract
All teachers have to manage a classroom environment and meet the needs of their students. In early childhood educational settings, challenging behaviors have been found to be a significant responsibility. The variables involved in effectively intervening in challenging behavior, and developing behavior support plans, are often determined by various factors. Previous research into challenging behaviors of young children have focused on the effectiveness of certain behavioral interventions, professional development opportunities, and curriculum such as the Pyramid Model. This proposed qualitative study centered the practices teachers reported using interceding in problem behavior, and inquired about the influences behind why teachers used certain classroom management practices. A multi-case study design across four classrooms within one type of educational facility sought depth of understanding about potential links between the practices teachers reported using and the quality of the classroom environment, using the Teaching Pyramid Observation Tool (TPOT) as an additional procedure in data collection.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2020.129
Funding Information
Partial research assistance provided by the University of Kentucky College of Education Spring 2020
Recommended Citation
Tyrrell, Cameron A., "Examining the Practices and Quality of Preschool Teachers’ Practices Managing the Challenging Behaviors of Young Children" (2020). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 88.
https://uknowledge.uky.edu/edsrc_etds/88
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Methods Commons
