The impact of a training and technical assistance intervention and program quality on behavior expulsions in preschool
Date
2012
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Publisher
University of Delaware
Abstract
The primary goal of early education is to start children on an educational path towards success in elementary school and beyond (Gilliam, 2008). However, behavior problems may lead to children being expelled from early education programs during their preschool years (Gilliam, 2005; Hemmeter, Ostrosky, & Fox, 2006). Interventions designed to support teachers increase children's healthy social behaviors are methods often used to reduce challenging behavior and much emphasis has been placed on measuring and improving the quality of preschool programs. This study examined a state funded project designed to support teachers increase children's healthy social behaviors through the provision of training and technical assistance (TTA) services in licensed child care programs and analyzed the change in the number of behavior expulsions before and after the intervention, in addition explored the relationship of program quality and these expulsions. Findings show a decrease in the total number of children expelled from programs after receiving the intervention; however, the change was not statistically significant. The relationship between quality ratings and pre-intervention expulsions approaches significance, though post-intervention expulsions and program quality were not significantly significant. More rigorous studies of these types of interventions are necessary if we are to further understand the impact these TTA intervention projects have on children in preschool programs as they develop social skills and competencies.