Description:
A study of the association between participation in individualized assessment-based behavior support intervention and child engagement and problem behavior during baseline, intervention, and at follow-up, with an examination of the generalization of the intervention to both teacher and child behavior during non-targeted routines, as well as children's behavior in new settings after intervention, based on data from three young children with behavioral challenges in a community early childhood program, the children's mothers, center staff, researchers, and a family specialist
Resource Type:
Reports & Papers
Funder(s):
Country:
United States