In It for the Long Haul: Parent–Teacher Partnerships for Addressing Preschool Children’s Challenging Behaviors

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The Getting Ready intervention aims to strengthen parent–teacher partnerships to promote positive child outcomes. This study focused on the team process and social validity of the intervention when young children displayed challenging behaviors. Qualitative analysis yielded seven themes that provided a rich description of the preschool experiences of four children, their parents, and the preschool teachers and Early Intervention (EI) coaches serving them. Parent–professional partnerships, positive parent–child interactions, and team members’ engagement in collaborative problem solving and planning were reported. The social validity of the Getting Ready intervention was confirmed by participants valuing the academic and behavioral goals established for children, the parents’ partnerships with teachers to address chronic behavioral challenges, and reports of the durability of intervention impacts as three children completed kindergarten.

Original languageEnglish (US)
Pages (from-to)81-93
Number of pages13
JournalTopics in Early Childhood Special education
Volume37
Issue number2
DOIs
StatePublished - Aug 1 2017

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parents
Parents
kindergarten child
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coach
planning
interaction
experience
Mentoring

Keywords

  • at risk of developmental delays/disabilities
  • challenging behaviors
  • disability populations
  • families
  • intervention strategies
  • parents
  • partnerships with professionals
  • qualitative investigations
  • research methodologies

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

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abstract = "The Getting Ready intervention aims to strengthen parent–teacher partnerships to promote positive child outcomes. This study focused on the team process and social validity of the intervention when young children displayed challenging behaviors. Qualitative analysis yielded seven themes that provided a rich description of the preschool experiences of four children, their parents, and the preschool teachers and Early Intervention (EI) coaches serving them. Parent–professional partnerships, positive parent–child interactions, and team members’ engagement in collaborative problem solving and planning were reported. The social validity of the Getting Ready intervention was confirmed by participants valuing the academic and behavioral goals established for children, the parents’ partnerships with teachers to address chronic behavioral challenges, and reports of the durability of intervention impacts as three children completed kindergarten.",
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