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This study investigated the effectiveness of a training designed to increase early childhood teachers' use of specific praise statements to address problem behaviors demonstrated by children at risk for emotional/behavioral disorders. A multiple-baseline across-participants design was employed to examine the teachers' use of specific praise statements before and after the training and the potential influence these statements had on the target children's compliance and engagement. In addition, generalization probes were conducted to investigate the teachers' use of specific praise statements and the children's behavioral responses in an untrained setting. The results indicate that teachers' use of specific praise statements increased following the training. In addition, all 4 children demonstrated positive changes with an increase in their appropriate behaviors and decreases in problem behaviors.

Until now, studies have not looked at the importance of managing and reducing academic transition times in inclusion classrooms. In the present study, researchers examine the impact of teacher-approved, environmental modifications in the context of an inclusion class. The methodology used was a single-subject, multiple baseline design across four transitions in two early childhood inclusion classrooms, to evaluate the effectiveness of classroom modifications on transition time. The modifications included: lines on the rug to indicate seating rows, table inserts and chair bags to provide access to materials, visual aids to indicate center choices, and chimes to begin/end transitions. Results from the interventions show that teacher-prompted modifications in inclusion classrooms are relevant to the overall discourse of the importance of reducing transition times. Class-wide data analysis showed a decrease in transition times by an average of 1 minute and 36 seconds, following the introduction of the modifications. Teacher feedback indicated satisfaction with the modifications and the results.

The purpose of this investigation was to study the effects of an increased use of specific praise statements on the appropriate and problem behavior of young children enrolled in a child care center. Two teachers and 2 children at the Educational Research Center for Child Development at the University of Florida and 2 teachers and 2 children at the Child Development Research Center at the University of North Florida were selected to participate in the investigation. The teachers selected held a minimum of a Child Development Associate certificate. The children chosen to participate exhibited problem behavior that interfered with their ability to participate in classroom routines and activities as designated by their teachers. The teachers were trained to increase their use of specific praise statements during a transition activity. In addition, generalization probes were taken to investigate the teachers' use of specific praise statements in an untrained setting. Data were collected on the effects of teachers' increased use of specific praise statements and the children's behavior. A single-subject, multiple baseline design across participants was used to determine the effectiveness of the intervention.