Because there are immediate and long-term implications when preschool children exhibit challenging behavior in the classroom, it is crucial to prevent and address challenging behavior as early as possible. Social and emotional teaching strategies have been shown to reduce challenging behavior of preschoolers and increase social and emotional…

Teacher-child interactions provide an important context for children's development and learning. The study explored how teacher- and classroom-level factors were associated with quality of teacher-child interactions in the United Arab Emirates (UAE). We also investigated associations between teacher-child interactions and child outcomes.…

Interactions with teachers and peers are critical for children's social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which…

Research Findings: The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers' vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children…

This study assesses the relationships between children's shy and antisocial/aggressive behaviors and maternal beliefs, and concomitant parenting behaviors. Structural equation models examined 199 mothers' perceptions of aggression and shyness in their preschool-age children (average age = 59.63 months); maternal beliefs (i.e., locus of control,…

The purpose of this study was to examine the effects of wearing a pressure vest for a young boy with developmental delays. An A-B-A withdrawal design was used to examine the relation between wearing the pressure vest and child behaviors during a preschool art activity. Although the data showed moderate variability, no systematic differences were…

Multiple schedules using continuous discriminative stimuli have been used to minimize children's disruptive requesting for teacher attention (e.g., colored floral leis; Tiger & Hanley, 2004; Tiger, Hanley, & Heal, 2006). The present study evaluated the effectiveness of, and children's preferences for, two multiple-schedule arrangements in which…

The purpose of this study was to investigate the efficacy of function-based interventions on the challenging behavior of three young boys with autism in rural Tennessee. Tennessee preschool teachers serve primarily rural communities, marked by high poverty rates and lack of access to ongoing teacher training and consultation. Positive Behavior…

Research conducted with non-Hispanic Whites indicates that parents of preschoolers with behavioral problems are more likely to have an external locus of control regarding parenting than parents whose preschoolers are free of such problems. However, it is unclear whether such research can be generalized to Mexican American families, especially…