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Evaluating the Effects of Graphic Feedback on Stationary Behavior Exhibited by Teachers in an Inclusive Preschool
Hanna Vance1, Sharyn Serbet2, Ky Kanaman2
1Department of Psychology, University of Florida, Gainesville, FL USA.
Abstract:
Facilitating quality activities, interactions, and classroom management requires preschool teachers to engage in frequent physical movement. Infrequent physical movement (i.e., stationary behavior) may decrease engagement and interactions between teachers and children, which may increase the likelihood of challenging behavior. Thus, teachers who engage in extended periods of stationary behavior may inadvertently cause classroom disruptions. The current study used an indicated intervention (i.e., graphic feedback) yielded from the Performance Diagnostic Checklist-Human Services to successfully decrease stationary behavior exhibited by practicum teachers in an inclusive preschool classroom.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40617-025-01059-8.
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