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A Cross-Cultural Comparison of Positive Behavioral Interventions and Supports in Early Childhood Classrooms in the United States and South Korea

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Title: A Cross-Cultural Comparison of Positive Behavioral Interventions and Supports in Early Childhood Classrooms in the United States and South Korea
Language: English
Authors: Steed, Elizabeth A., Noh, Jina, Heo, Kay H.
Source: Infants and Young Children. Jan-Mar 2014 27(1):30-42.
Availability: Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Cross Cultural Studies, Cultural Differences, Behavior Modification, Positive Reinforcement, Early Childhood Education, Early Intervention, Program Implementation, Preschool Education, Comparative Analysis, Behavior Problems, Classroom Environment, Teamwork, Family Involvement
Geographic Terms: South Korea, United States
DOI: 10.1097/IYC.0b013e3182a4ec46
ISSN: 0896-3746
Abstract: This study examined the implementation of critical features associated with positive behavioral interventions and supports (PBIS) in early childhood classrooms in the United States and South Korea. Each country has a distinct approach to providing early education for young children. There is some evidence that preschool teachers' approaches to managing young children's challenging behavior are influenced by cultural and contextual factors unique to each country. Differences in implementation status were measured using the Preschool-wide Evaluation Tool (PreSET) in early childhood classrooms in both countries. Preschool teachers in the United States used significantly more features of universal tier and program-wide PBIS related to defining and teaching behavioral expectations, responding to appropriate and challenging behavior, providing an organized and predictable environment, and having a leadership team and program support. South Korean teachers collaborated with families significantly more than teachers in the United States. Factors related to cultural variance in PBIS implementation are discussed.
Abstractor: As Provided
Entry Date: 2015
Accession Number: EJ1065263
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: A Cross-Cultural Comparison of Positive Behavioral Interventions and Supports in Early Childhood Classrooms in the United States and South Korea
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  Data: <searchLink fieldCode="AR" term="%22Steed%2C+Elizabeth+A%2E%22">Steed, Elizabeth A.</searchLink><br /><searchLink fieldCode="AR" term="%22Noh%2C+Jina%22">Noh, Jina</searchLink><br /><searchLink fieldCode="AR" term="%22Heo%2C+Kay+H%2E%22">Heo, Kay H.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Infants+and+Young+Children%22"><i>Infants and Young Children</i></searchLink>. Jan-Mar 2014 27(1):30-42.
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  Data: Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
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  Data: Y
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  Label: Page Count
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1097/IYC.0b013e3182a4ec46
– Name: ISSN
  Label: ISSN
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  Data: 0896-3746
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the implementation of critical features associated with positive behavioral interventions and supports (PBIS) in early childhood classrooms in the United States and South Korea. Each country has a distinct approach to providing early education for young children. There is some evidence that preschool teachers' approaches to managing young children's challenging behavior are influenced by cultural and contextual factors unique to each country. Differences in implementation status were measured using the Preschool-wide Evaluation Tool (PreSET) in early childhood classrooms in both countries. Preschool teachers in the United States used significantly more features of universal tier and program-wide PBIS related to defining and teaching behavioral expectations, responding to appropriate and challenging behavior, providing an organized and predictable environment, and having a leadership team and program support. South Korean teachers collaborated with families significantly more than teachers in the United States. Factors related to cultural variance in PBIS implementation are discussed.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2015
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  Label: Accession Number
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  Data: EJ1065263
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        Value: 10.1097/IYC.0b013e3182a4ec46
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 30
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Cross Cultural Studies
        Type: general
      – SubjectFull: Cultural Differences
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      – SubjectFull: Behavior Modification
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      – SubjectFull: Positive Reinforcement
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Early Intervention
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      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Comparative Analysis
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Teamwork
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      – SubjectFull: Family Involvement
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      – SubjectFull: South Korea
        Type: general
      – SubjectFull: United States
        Type: general
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      – TitleFull: A Cross-Cultural Comparison of Positive Behavioral Interventions and Supports in Early Childhood Classrooms in the United States and South Korea
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