TitleAn evaluation of the implementation of a positive behavior support approach in an urban preschool setting
NameSularski, Suzette J. (author), Maher, Charles A. (chair), Kormann, Russell J. (internal member), Rutgers University, Graduate School of Applied and Professional Psychology,
Behavior therapy for children,
DescriptionThis dissertation documents the process of planning and conducting an evaluation of a positive behavior support (PBS) approach, which was aimed at reducing challenging behaviors and increasing of prosocial behaviors among preschool students in an urban public school setting. The program evaluation that was planned and conducted utilized Maher's (2000) program planning and evaluation framework. The focus of the dissertation was to follow through with evaluation of aspects of the PBS approach so that useful evaluation information could be provided to the supervisors of the Office of Early Childhood Education (OECE), with the intent of determining strong points of the program and areas in need of improvement. Another important dissertation intent was to provide a program evaluation plan that could be incorporated into the operational routine of the OECE so that program evaluation could become an integral part of the program. Furthermore, it was a basic contention of this dissertation that behavioral programs and services in public schools, such as PBS, should be incorporated into organizational routines and thereby be evaluated routinely so that informed judgments can be made about the value of the program, which will subsequently contribute to program development and improvement. This program evaluation was planned and conducted by this investigator during the 2008-2009 academic year. For this evaluation of the preschool PBS approach, four program evaluation questions were delineated in the program evaluation plan. Results of a formative implementation of the program evaluation plan revealed that teachers were generally satisfied with the PBS approach, that the program was implemented most consistently in its earliest years of implementation, that there was a discrepancy between teachers' self-assessment of their skills and their ability to document the manifestation of these skills, and that professional development and coaching were among the most helpful strategies for increasing teachers' skills. Findings of the dissertation were that the evaluation plan is feasible, key stakeholders found the evaluation information useful, and there was a desire to continue to use the evaluation plan for ongoing evaluations of the PBS program. Recommendations are offered for the development, improvement, and ongoing evaluation of the PBS program.
NoteIncludes bibliographical references (p. 146-152)
Noteby Suzette J. Sularski
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.