Author ORCID Identifier

https://orcid.org/0000-0002-1318-2697

Year of Publication

2020

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department

Early Childhood, Special Education, and Rehabilitation Counseling

First 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

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