Behavioral interventions delivered in preschools can help young children who need support for their behavior. However, preschool teachers face barriers to implementing behavioral interventions, leading to a research-to-practice gap. To better understand how to support preschool teachers, we conducted a scoping review of determinants (i.e.,…

Children with autism often display differences in functional and symbolic play and may experience barriers to social inclusion with peers in preschool settings. Therefore, interventions supporting social play between children with autism and their peers that can be feasibly implemented by teachers in inclusive settings are needed. A…

It is widely assumed that (1) children with challenging behavior may lack the social-emotional skills to be successful in classroom settings and (2) instruction in social-emotional skills can help prevent the occurrence of young children's challenging behavior. However, no data are available to indicate whether specific social-emotional skills…

The purpose of this study was to investigate current Chinese preschool teachers' use of behavior management (BM) strategies in preschool classrooms during the challenging juncture of routine care and their impact on children's behavior performances, as well as the features of high-quality BM. Using a stratified, random sampling procedure from data…

The aim of this qualitative study, an embedded component of ToyBox Study Malaysia (TSM), was to elicit the perspectives of teachers and parents regarding the implementation of TSM. TSM is a preschool-based behavioral intervention program aimed at improving healthy energy balance-related behaviors among young children attending preschools. The…

Recent years have seen a range of new state policies to reduce and prevent the use of suspension and expulsion in early childhood education (ECE) settings. Policymakers in some states have worked to limit disciplinary removals in public ECE programs by restricting suspension and expulsion in early grade levels and requiring or encouraging…

The PAX Good Behavior Game (PAX-GBG) is a school-based intervention shown to enhance student self-regulation, encourage prosocial behavior, and curb challenging behaviors. However, little is understood about students' perspectives on the intervention. In this study, we conducted a survey and semi-structured interviews with 3rd-grade students in…

Young students starting school for the first time (e.g., kindergarteners) often benefit from more than typical intensity of behavioral support. Learning new social expectations, routines, and interaction patterns can be daunting. This is an important concern for schools implementing positive behavioral interventions and supports (PBIS). Learning a…

Many children on the autism spectrum struggle significantly in their early language development, entering kindergarten with little or no functional speech (Kasari et al., 2014; Rose et al., 2016). Naturalistic developmental behavioral interventions (NDBIs) are a promising approach for supporting early language and communication development for…

A withdrawal design was used to evaluate the effects of a tootling intervention targeting a specific, recently trained social skill, providing compliments, displayed by first-grade students while they engaged in a regularly scheduled, small-group math activity. The tootling intervention, called the Catching Compliments Game, included publicly…

Antecedent exercise (AE) is an intervention used to promote moderate-to-vigorous physical activity and improve subsequent behavior in non-exercise contexts. We used withdrawal and multitreatment single case research designs to compare the effects of baseline, AE alone, and AE + visual supports condition. Two preschool-age boys participated in this…

Behavior specific praise (BSP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. However, relatively few studies have examined the effect of BSP as a "targeted" intervention strategy, particularly for traditionally underrepresented students. The present study evaluated the…

Background: The coronavirus disease 2019 (COVID-19) pandemic exacerbated a global learning crisis with teaching and learning losses, impacting children's well-being and the management of their behaviours. Aim: The aim of this study was to explore how four Grade 3 educators managed the behaviours of learners in their classroom post-COVID-19.…

Self-injurious behavior is prevalent in early childhood and it affects almost 53% of young children with disabilities. Once these behaviors are consistently present, they may become resistant to intervention. The purpose of this article is to provide early care and education center providers and family caregivers with ways to effectively reduce…

Professional development for educators is often not evidence-based and insufficient to improve classroom management skills. Video-analysis has been shown to be effective at improving pedagogy of classroom teachers. We expanded on prior literature by using an early childhood general education teacher. A multiple baseline design across behaviors was…