EVALUATION OF A CLASSWIDE TEACHING PROGRAM FOR DEVELOPING PRESCHOOL LIFE SKILLS
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Recently, nonmaternal center‐based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four‐fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.
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Before training in the Hanley et al. (2007) study, preschool children nearly always did not wait quietly for 30 seconds when asked to wait for a desired outcome.
“After establishing that children almost always failed to wait quietly for 30 s when prompted to do so”
From Changing Delay Discounting and Impulsive Choice: Implications for Addictions, Prevention, and Human Health (2019) · cites this paper as Hanley, Heal, Tiger, & Ingvarsson, 2007
In the Hanley et al. study, after four days of delay-tolerance training (~13 trials per child), children waited successfully on over 80% of test trials.
“After four days in which delay-tolerance training (~13 trials per child) was incorporated into the normal schedule, successful waiting occurred on more than 80% of test trials”
From Changing Delay Discounting and Impulsive Choice: Implications for Addictions, Prevention, and Human Health (2019) · cites this paper as Hanley, Heal, Tiger, & Ingvarsson, 2007
In the Hanley et al. study, the rate of problem behavior while waiting fell by 74% after delay-tolerance training.
“problem behavior during the delay decreased by 74%”
From Changing Delay Discounting and Impulsive Choice: Implications for Addictions, Prevention, and Human Health (2019) · cites this paper as Hanley, Heal, Tiger, & Ingvarsson, 2007
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- Authors
- Hanley, G. P., Heal, N. A., Tiger, J. H., & Ingvarsson, E. T.
- Affiliations
- University of Kansas (US)
- University of Nebraska Medical Center (US)
- Johns Hopkins University (US)
- Corresponding author
- Hanley, Gregory P.
- Venue
- Journal of Applied Behavior Analysis
- Publisher
- Wiley
- Published
- 2007-06
- Volume
- 40
- Issue
- 2
- Pages
- 277-300
- ISSN
- 0021-8855 (ISSN-L)
- 1938-3703
- PMC
- PMC1885412
- OpenAlex
- W1967674244
- Cited by
- 149
- References
- 60
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 11 · 2023: 10 · 2022: 11 · 2021: 10 · 2020: 17 · 2019: 6 · 2018: 10 · 2017: 11 · 2016: 5 · 2015: 6 · 2014: 11 · 2013: 8 · 2012: 10
- FWCI
- 4.45
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Applied Behavior Analysis (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Early Childhood Education and Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Keywords
- behavioral problems, non-compliance, aggression, prosocial skills, instruction following, functional communication, delay tolerance, friendship skills, early childhood intervention
- MeSH terms
- Child, Child, Preschool, Communication, Female, Humans, Male, Social Behavior, Teaching, Program Development, Friends
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