Date of Award

Winter 2008

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Communication Disorders & Special Education

Program/Concentration

Early Childhood Education

Committee Director

Katharine C. Kersey

Committee Member

Karen Polonko

Committee Member

Steve Myran

Abstract

This study investigated the impact of The 101s: A Guide to Positive Discipline on teachers of preschool Title 1 children. Current research supports the impact of responsive social emotional support and positive teacher-child interactions on both short and long term social and academic outcomes, with specific remediating benefits for children most at risk of school failure. The 101s training and materials evaluated in this study included ten principles/skills to support respectful, responsive interactions hypothesized to support positive prosocial skill responding. Training was provided to 34 teachers with control and experimental groups. Analysis of quantitative pre and post observation data found statistically significant increases in teacher interaction quality as measured by the 101s Teacher Interaction Checklist on variables of positive redirection of behavior and responsive social emotional support as well as significant increase in overall classroom quality. The 101s Teacher Interaction Checklist outcomes were highly positively correlated with CLASS scores in dimensions of positive climate, teacher sensitivity, regard for student perspectives and behavior management.

DOI

10.25777/dvme-5z63

ISBN

9781109033908

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