This study investigated the impact of The 101s: A Guide to Positive Discipline on teachers of preschool Title 1 children. Current research supports the impact of responsive social emotional support and positive teacher-child interactions on both short and long term social and academic outcomes, with specific remediating benefits for children most at risk of school failure. The 101s training and materials evaluated in this study included ten principles/skills to support respectful, responsive interactions hypothesized to support positive prosocial skill responding. Training was provided to 34 teachers with control and experimental groups. Analysis of quantitative pre and post observation data found statistically significant increases in teacher interaction quality as measured by the 101s Teacher Interaction Checklist on variables of positive redirection of behavior and responsive social emotional support as well as significant increase in overall classroom quality. The 101s Teacher Interaction Checklist outcomes were highly positively correlated with CLASS scores in dimensions of positive climate, teacher sensitivity, regard for student perspectives and behavior management.
","abstract_html":"<p>This study investigated the impact of <em>The 101s: A Guide to Positive Discipline</em> on teachers of preschool Title 1 children. Current research supports the impact of responsive social emotional support and positive teacher-child interactions on both short and long term social and academic outcomes, with specific remediating benefits for children most at risk of school failure. <em>The 101s</em> training and materials evaluated in this study included ten principles/skills to support respectful, responsive interactions hypothesized to support positive prosocial skill responding. Training was provided to 34 teachers with control and experimental groups. Analysis of quantitative pre and post observation data found statistically significant increases in teacher interaction quality as measured by the <em>101s Teacher Interaction Checklist</em> on variables of positive redirection of behavior and responsive social emotional support as well as significant increase in overall classroom quality. <em>The 101s Teacher Interaction Checklist</em> outcomes were highly positively correlated with CLASS scores in dimensions of positive climate, teacher sensitivity, regard for student perspectives and behavior management.</p>","abstract_has_math":false,"creators":["Masterson, Marie Louise Talayco"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Communication Disorders & Special Education","degree_department":null,"school":null,"contributors":["Katharine C. Kersey","Karen Polonko","Steve Myran"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T03:35:00Z","subjects":["Behavior management","Positive discipline","Preschool","Prosocial skills","Responsive interaction","Social emotional","Teacher-child interaction","Early Childhood Education","Elementary Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781109033908"],"render_values":[{"text":"9781109033908","href":null,"code":true}]}]},"links":{"outbound_url":"https://digitalcommons.odu.edu/earlychildhood_etds/11","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katharine C. Kersey","Karen Polonko","Steve Myran"]},{"key":"dc:creator","label":"Author","values":["Masterson, Marie Louise Talayco"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-08-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication Disorders & Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavior management","Positive discipline","Preschool","Prosocial skills","Responsive interaction","Social emotional","Teacher-child interaction","Early Childhood Education","Elementary Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781109033908","https://digitalcommons.odu.edu/earlychildhood_etds/11"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the impact of The 101s: A Guide to Positive Discipline on teachers of preschool Title 1 children. Current research supports the impact of responsive social emotional support and positive teacher-child interactions on both short and long term social and academic outcomes, with specific remediating benefits for children most at risk of school failure. The 101s training and materials evaluated in this study included ten principles/skills to support respectful, responsive interactions hypothesized to support positive prosocial skill responding. Training was provided to 34 teachers with control and experimental groups. Analysis of quantitative pre and post observation data found statistically significant increases in teacher interaction quality as measured by the 101s Teacher Interaction Checklist on variables of positive redirection of behavior and responsive social emotional support as well as significant increase in overall classroom quality. The 101s Teacher Interaction Checklist outcomes were highly positively correlated with CLASS scores in dimensions of positive climate, teacher sensitivity, regard for student perspectives and behavior management.
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"],"dc:identifier":["9781109033908","https://digitalcommons.odu.edu/earlychildhood_etds/11"],"dc:subject":["Behavior management","Positive discipline","Preschool","Prosocial skills","Responsive interaction","Social emotional","Teacher-child interaction","Early Childhood Education","Elementary Education","Teacher Education and Professional Development"],"dc:title":["The Impact of the 101s: A Guide to Positive Discipline Training on Teacher Interaction Practices, Attitudes, and Prosocial Skill Outcomes in Preschool Classrooms"],"thesis:degree_discipline":["Communication Disorders & Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T03:35:00Z"}