Date Approved

7-31-2025

Graduate Degree Type

Project

Degree Name

Education-Instruction and Curriculum: Early Childhood Education (M.Ed.)

Degree Program

College of Education

First Advisor

Kathryn Ohle

Second Advisor

Sherie Klee

Academic Year

2024/2025

Abstract

In early childhood classrooms, it is becoming increasingly common for students to exhibit challenging behaviors. These behaviors present as either internalizing behaviors, such as anxiety, or as externalizing behaviors, such as defiance and aggression. These behaviors are impacting student learning and contributing to an increase in teacher stress and burnout. Early childhood educators feel underprepared to address these behaviors effectively. The project is grounded in Behaviorist Theory and Constructivist Theory. These theories inform Positive Behavior Interventions and Supports (PBIS), which is an evidence-based approach to managing challenging behaviors by focusing on reinforcement, the structure of the environment, and building important skills. The project offers a tiered professional development opportunity for early childhood teachers at Ishpeming Public Schools. Its goal is to increase teacher’s ability to manage challenging behaviors through PBIS strategies. Tier one is a universal training opportunity during a half-day professional development workshop. This workshop will introduce PBIS, the functions of behavior, prevention strategies, and creating a supportive environment. All early childhood educators will participate in tier one. Tier two is a targeted support group, in which monthly small group sessions are offered over four months. The focus will be on Functional Behavior Assessments (FBAs), Behavior Intervention Plans (BIPs), and data tracking. Tier three is the intensive coaching portion, which provides bi-weekly individualized coaching opportunities over 8-12 weeks. This coaching includes in-class modeling, fidelity checklists, and guided reflections. Pre- and post-training surveys, behavior tracking logs, reflective journals, coaching logs, and fidelity checklists will be used to measure the effectiveness of the project. These tools will measure changes in educator confidence and use of strategies, reductions in student behavior, and implementation fidelity. This project will be conducted in phases over the course of a semester, which is between 16-18 weeks. The implementation plan will include planning, initial training through a workshop, group and individual coaching, and final evaluations and sustainability review. Challenges may include teacher participation, scheduling logistics, and modifying the project for other grade levels and content areas. Other considerations may include administrative support, protected time to provide the needed coaching, and adequate resources that are essential for success.

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