This study examined the impact of a multi-component coaching process on Kenyan school professional's facilitation of the Prevent Teach Reinforce for Young Children (PTR-YC) model and its corresponding effects on student challenging behavior in an early childhood education setting in Nairobi, Kenya. Three school professionals were trained to implement the PTR-YC process across two phases, co-facilitation and independent facilitation. Five teachers and six students with challenging behavior participated in the study. A multiple baseline across participants design was used to evaluate the impact of the PTR-YC process on student target behaviors. Results indicate that the multi-component coaching process was effective in training teachers to implement the PTR-YC process with high fidelity and desired student outcomes were observed across both experimental phases. Furthermore, the PTR-YC and process was reported by school professionals, teachers, and students to be effective and feasible to implement within the target setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]