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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
Evaluation of a class wide teaching program for developing preschool life skills
Gregory P Hanley1, Nicole A Heal, Jeffrey H Tiger
1Applied Behavioral Science Department, 4001 Dole Center, University of Kansas, Lawrence, Kansas 6604, USA. ghanley@ku.edu
Journal of Applied Behavior Analysis
|July 13, 2007
Summary
A new program significantly reduced problem behaviors by 74% in preschoolers. It also increased essential preschool life skills, promoting positive early childhood development and school readiness.
Area of Science:
- Child Psychology
- Early Childhood Education
- Behavioral Interventions
Background:
- Nonmaternal center-based child care is associated with problem behaviors in young children.
- Early intervention is crucial for addressing behavioral challenges and promoting social skills.
Purpose of the Study:
- To evaluate a comprehensive program designed to promote prosocial skills in preschoolers.
- To assess the program's impact on reducing problem behaviors and increasing preschool life skills.
Main Methods:
- A classroom of 16 children (ages 3-5) participated in the study.
- Classwide teaching focused on instruction following, functional communication, delay tolerance, and friendship skills.
- Skills were taught during regular activities using instructions, modeling, role play, and feedback.
Main Results:
- A 74% reduction in problem behaviors was observed.
- Preschool life skills increased more than four-fold.
- Teachers reported high satisfaction with the program and its outcomes.
Conclusions:
- The classwide teaching program effectively preempts the development of serious problem behaviors in early childhood.
- Implementing prosocial skill programs in early childhood settings is beneficial for school success.
- Positive outcomes suggest implications for designing effective early childhood experiences.
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