A Systematic Consultative Approach to Behavior Management in Head Start

Abstract

The purpose of this study was to determine the effects of a systematic consultative approach on behavioral management in a Head Start program. Head Start teachers received both lecture-based and on-site training and consultation from occupational therapy students and behavioral consultants. Five children were identified to receive individual attention by the team. The Canadian Occupational Performance Measure was used to measure changes in children's behavior in classroom settings. Change scores on the Canadian Occupational Performance Measure indicated a significant improvement in children's ability to perform positive behaviors in the classroom (p = .019) and teachers satisfaction with performance (p = .03). Teachers reported an increase in knowledge regarding behavioral management techniques and use of strategies for behavioral management. A systematic consultative approach should be considered in early education settings for management and prevention of behavior problems. Occupational therapists should be considered as part of this consulting team.

Keywords:

• Consultation
• behavior
• early childhood education
• sensory processing
• Head Start
• child development
• at-risk population
• positive behavioral supports
• self-regulation

Acknowledgments

This project was supported by a grant from the Jessie Ball duPont Fund. Appreciation goes out to all of the teachers and staff of the VCU Head Start Program and to the VCU Partnership for People with Disabilities. I further acknowledge the VCU occupational therapy students who participated in this project: Shannon Adcock, Ashley Amey, Amanda Barbara, Katherine DeWeerd, Sarah Kim, Marian Mensah, Heather Schultheis, and Erica White.