Early childhood educators report that challenging behavior is a common concern and report low levels of training and confidence in utilizing behavior management strategies to prevent and decrease instances of disruptive behavior. The literature demonstrates that Teacher Child Interaction Training (TCIT) is an effective behavior management intervention. However, it’s mutli-component nature makes the intervention time and resource intensive. Similarly, traditional behavioral skills training is an effective implementation support modality for training educator but is also time and resource intensive when multiple educators require support for challenging behaviors in the classroom. The current study utilized a nonconcurrent multiple baseline design to assess the effectiveness of behavioral skills training with small groups of Early Head Start (EHS) educators (i.e., groups of two educators) how to implement PRIDE skills, a component of TCIT, with target children referred due to disruptive behaviors during centers time. Results demonstrated an increase in EHS educators’ aggregate use of PRIDE skills during the 5-minute special time observations. Target children also demonstrated decreases or maintenance of disruptive behaviors at a low level and increases or maintenance of appropriately engaged behaviors at a high level as their educator’s aggregate use of PRIDE skills increased. All three educators rated group behavioral skills training as a socially valid implementation support and rated PRIDE as acceptable, feasible, and effective for their children. Results of this study indicate that consultants may feasibly implement group behavior skills training to train small groups of EHS educators in the use of PRIDE skills.
","abstract_html":"<p>Early childhood educators report that challenging behavior is a common concern and report low levels of training and confidence in utilizing behavior management strategies to prevent and decrease instances of disruptive behavior. The literature demonstrates that Teacher Child Interaction Training (TCIT) is an effective behavior management intervention. However, it’s mutli-component nature makes the intervention time and resource intensive. Similarly, traditional behavioral skills training is an effective implementation support modality for training educator but is also time and resource intensive when multiple educators require support for challenging behaviors in the classroom. The current study utilized a nonconcurrent multiple baseline design to assess the effectiveness of behavioral skills training with small groups of Early Head Start (EHS) educators (i.e., groups of two educators) how to implement PRIDE skills, a component of TCIT, with target children referred due to disruptive behaviors during centers time. Results demonstrated an increase in EHS educators’ aggregate use of PRIDE skills during the 5-minute special time observations. Target children also demonstrated decreases or maintenance of disruptive behaviors at a low level and increases or maintenance of appropriately engaged behaviors at a high level as their educator’s aggregate use of PRIDE skills increased. All three educators rated group behavioral skills training as a socially valid implementation support and rated PRIDE as acceptable, feasible, and effective for their children. Results of this study indicate that consultants may feasibly implement group behavior skills training to train small groups of EHS educators in the use of PRIDE skills.</p>","abstract_has_math":false,"creators":["Rodriguez, Lourdes C"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Zachary LaBrot","Brad Dufrene","Emily DeFouw"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12-01T08:00:00Z","date_published":"2025-12-01T08:00:00Z","updated_at":"2026-07-24T05:45:55Z","subjects":["group behavioral skills training","PRIDE skills","behavior management","implementation support","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/1153","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zachary LaBrot","Brad Dufrene","Emily DeFouw"]},{"key":"dc:creator","label":"Author","values":["Rodriguez, Lourdes C"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-12-01T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["group behavioral skills training","PRIDE skills","behavior management","implementation support","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/1153"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Early childhood educators report that challenging behavior is a common concern and report low levels of training and confidence in utilizing behavior management strategies to prevent and decrease instances of disruptive behavior. The literature demonstrates that Teacher Child Interaction Training (TCIT) is an effective behavior management intervention. However, it’s mutli-component nature makes the intervention time and resource intensive. Similarly, traditional behavioral skills training is an effective implementation support modality for training educator but is also time and resource intensive when multiple educators require support for challenging behaviors in the classroom. The current study utilized a nonconcurrent multiple baseline design to assess the effectiveness of behavioral skills training with small groups of Early Head Start (EHS) educators (i.e., groups of two educators) how to implement PRIDE skills, a component of TCIT, with target children referred due to disruptive behaviors during centers time. Results demonstrated an increase in EHS educators’ aggregate use of PRIDE skills during the 5-minute special time observations. Target children also demonstrated decreases or maintenance of disruptive behaviors at a low level and increases or maintenance of appropriately engaged behaviors at a high level as their educator’s aggregate use of PRIDE skills increased. All three educators rated group behavioral skills training as a socially valid implementation support and rated PRIDE as acceptable, feasible, and effective for their children. Results of this study indicate that consultants may feasibly implement group behavior skills training to train small groups of EHS educators in the use of PRIDE skills.
"]},{"key":"dc:title","label":"Title","values":["Group Behavioral Skills Training to Promote Preschool Teachers' Use of PRIDE Skills"]}]}],"canonical_facts":{"dc:contributor":["Zachary LaBrot","Brad Dufrene","Emily DeFouw"],"dc:creator":["Rodriguez, Lourdes C"],"dc:date.available":["2026-12-01T08:00:00Z"],"dc:description.abstract":["Early childhood educators report that challenging behavior is a common concern and report low levels of training and confidence in utilizing behavior management strategies to prevent and decrease instances of disruptive behavior. The literature demonstrates that Teacher Child Interaction Training (TCIT) is an effective behavior management intervention. However, it’s mutli-component nature makes the intervention time and resource intensive. Similarly, traditional behavioral skills training is an effective implementation support modality for training educator but is also time and resource intensive when multiple educators require support for challenging behaviors in the classroom. The current study utilized a nonconcurrent multiple baseline design to assess the effectiveness of behavioral skills training with small groups of Early Head Start (EHS) educators (i.e., groups of two educators) how to implement PRIDE skills, a component of TCIT, with target children referred due to disruptive behaviors during centers time. Results demonstrated an increase in EHS educators’ aggregate use of PRIDE skills during the 5-minute special time observations. Target children also demonstrated decreases or maintenance of disruptive behaviors at a low level and increases or maintenance of appropriately engaged behaviors at a high level as their educator’s aggregate use of PRIDE skills increased. All three educators rated group behavioral skills training as a socially valid implementation support and rated PRIDE as acceptable, feasible, and effective for their children. Results of this study indicate that consultants may feasibly implement group behavior skills training to train small groups of EHS educators in the use of PRIDE skills.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/1153"],"dc:subject":["group behavioral skills training","PRIDE skills","behavior management","implementation support","School Psychology"],"dc:title":["Group Behavioral Skills Training to Promote Preschool Teachers' Use of PRIDE Skills"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:55Z"}