Skip to main content
Log in

Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors

  • Published:
Prevention Science Aims and scope Submit manuscript

Abstract

This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher’s interaction quality with a specific child. Banking Time implementation was examined in the current study using a sample of 59 teachers and preschool children displaying disruptive behaviors in the classroom (~three children per classroom). Predictors included preschool program type, teacher demographic characteristics (personal and professional), and teacher beliefs (self-efficacy, authoritarian beliefs, and negative attributions about child disruptive behavior). Multiple measures and methods (i.e., teacher report, consultant report, independent observations) were used to assess implementation. We created three implementation composite measures (dosage, quality, and generalized practice) that had high internal consistencies within each composite but were only modestly associated with one another, suggesting unique constructs of implementation. We found that type of preschool program was associated with dosage and quality. Aspects of teacher demographics related to all three implementation composites. Teacher beliefs predicted dosage and generalized practice. Results suggest that the factors that predict the implementation of Banking Time vary as a function of the type of implementation being assessed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health and Mental Health Services Research, 38, 4–23.

    Article  PubMed Central  PubMed  Google Scholar 

  • Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23, 3–15.

    Article  Google Scholar 

  • Baker, C. N., Kupersmidt, J. B., Voegler-Lee, M. E., Arnold, D. H., & Willoughby, M. T. (2010). Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers. Early Childhood Research Quarterly, 25, 270–283.

    Article  PubMed Central  PubMed  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

    Google Scholar 

  • Blair, K. S. C., Fox, L., & Lentini, R. (2010). Use of positive behavior support to address the challenging behavior of young children within a community early childhood program. Topics in Early Childhood Special Education.

  • Blau, D. M. (2000). The production of quality in child-care centers: Another look. Applied Developmental Science, 4, 136–148.

    Article  Google Scholar 

  • Brinkmeyer, M. Y., & Eyberg, S. M. (2003). Parent-child interaction therapy for oppositional children. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 204–223). New York: Guilford Press.

    Google Scholar 

  • Bulotsky-Shearer, R. J., Fernandez, V., Dominguez, X., & Rouse, H. L. (2011). Behavior problems in learning activities and social interactions in Head Start classrooms and early reading, mathematics, and approaches to learning. School Psychology Review, 40, 39–56.

    Google Scholar 

  • Buyse, E., Verschueren, K., Doumen, S., Van Damme, J., & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate. Journal of School Psychology, 46, 367–391.

    Article  PubMed  Google Scholar 

  • Carlson, E. A., Egeland, B., & Sroufe, L. A. (2009). A prospective investigation of the development of borderline personality symptoms. Development and Psychopathology, 21, 1311–1334.

    Article  PubMed  Google Scholar 

  • Carter, L., Williford, A., & Locasale-Crouch, J. (2014). Reliability and validity of a measure of preschool teachers’ attributions for disruptive behavior. Early Education and Development. Advance online publication.

  • Damschroder, L. J., Aron, D. C., Keith, R. E., Kirsh, S. R., Alexander, J. A., & Lowery, J. C. (2009). Fostering implementation of health services research findings into practice: A consolidated framework for advancing implementation science. Implementation Science, 4, 50.

    Article  PubMed Central  PubMed  Google Scholar 

  • Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation, 11, 193–221.

    Article  Google Scholar 

  • Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., & DeRousie, R. M. S. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly, 25, 284–298.

    Article  PubMed Central  PubMed  Google Scholar 

  • Doumen, S., Verschueren, K., Buyse, E., Germeijs, V., Luyckx, K., & Soenens, B. (2008). Reciprocal relations between teacher–child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study. Journal of Clinical Child & Adolescent Psychology, 37, 588–599.

    Article  Google Scholar 

  • Downer, J. T., Locasale-Crouch, J., Hamre, B., & Pianta, R. (2009). Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources. Early Education & Development, 20, 431–455.

    Article  Google Scholar 

  • Downer, J. T., Booren, L. M., Hamre, B., Pianta, R. C., & Williford, A. (2011). The Individualized Classroom Assessment Scoring (inCLASS). Unpublished technical manual, Curry School of Education, University of Virginia, Charlottesville, VA.

  • Driscoll, K. C., & Pianta, R. C. (2010). Banking Time in Head Start: Early efficacy of an intervention designed to promote supportive teacher–child relationships. Early Education & Development, 21, 38–64.

    Article  Google Scholar 

  • Driscoll, K. C., Wang, L., Mashburn, A. J., & Pianta, R. C. (2011). Fostering supportive teacher–child relationships: Intervention implementation in a state-funded preschool program. Early Education & Development, 22, 593–619.

    Article  Google Scholar 

  • DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (1998). ADHD Rating Scale—IV: Checklists, norms, and clinical interpretation. New York: Guilford Press.

    Google Scholar 

  • Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350.

    Article  PubMed  Google Scholar 

  • Egeland, B., & Hiester, M. (1993). Teaching task rating scales. Institute of Child Development, University of Minnesota.

  • Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven: Yale University Child Study Center.

    Google Scholar 

  • Hemmeter, M. L., Corso, R., & Cheatham, G. (2006). Issues in addressing challenging behaviors in young children: A national survey of early childhood educators. In Conference on Research Innovations in Early Intervention, San Diego, CA.

  • Hommersen, P., Murray, C., Ohan, J. L., & Johnston, C. (2006). Oppositional defiant disorder rating scale preliminary evidence of reliability and validity. Journal of Emotional and Behavioral Disorders, 14, 118–125.

    Article  Google Scholar 

  • Kallestad, J. H., & Olweus, D. (2003). Predicting teachers’ and schools’ implementation of the Olweus Bullying Prevention Program: A multilevel study. Prevention & Treatment, 6.

  • Kazdin, A. E., & Weisz, J. R. (2003). Introduction: Context and background of evidence-based psychotherapies for children and adolescents. In Evidence-based psychotherapies for children and adolescents (pp. 3–20). New York: Guilford.

  • Knoche, L. L., Sheridan, S. M., Edwards, C. P., & Osborn, A. Q. (2010). Implementation of a relationship-based school readiness intervention: A multidimensional approach to fidelity measurement for early childhood. Early Childhood Research Quarterly, 25, 299–313.

    Article  PubMed Central  PubMed  Google Scholar 

  • Kochanska, G., & Aksan, N. (1995). Mother‐child mutually positive affect, the quality of child compliance to requests and prohibitions, and maternal control as correlates of early internalization. Child Development, 66, 236–254.

    Article  Google Scholar 

  • Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373–1400.

    Article  CAS  PubMed  Google Scholar 

  • Lau, A. S. (2006). Making the case for selective and directed cultural adaptations of evidence-based treatments: Examples from parent training. Clinical Psychology: Science and Practice, 13, 295–310.

    Google Scholar 

  • Mashburn, A. J., Hamre, B. K., Downer, J. T., & Pianta, R. C. (2006). Teacher and classroom characteristics associated with teachers’ ratings of prekindergartners’ relationships and behaviors. Journal of Psychoeducational Assessment, 24(4), 367–380.

  • Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Howes, C., Burchinal, M., & Early, D. M. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749.

    Article  PubMed  Google Scholar 

  • Morris, P., Lloyd, C. M., Millenky, M., Leacock, N., Raver, C. C., & Bangser, M. (2013). Using classroom management to improve preschoolers’ social and emotional skills. MDRC.

  • Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus user’s guide sixth edition. Los Angeles: Muthén & Muthén.

  • Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9, 144–159.

    Article  Google Scholar 

  • Ramani, G. B., Brownell, C. A., & Campbell, S. B. (2010). Positive and negative peer interaction in 3- and 4-year-olds in relation to regulation and dysregulation. The Journal of Genetic Psychology, 171, 218–250.

    Article  PubMed  Google Scholar 

  • Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10–26.

    Article  Google Scholar 

  • Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14, 213–231.

    Article  Google Scholar 

  • Schaefer, E. S., & Edgerton, M. (1985). Parent and child correlates of parental modernity. In I. E. Sigel (Ed.), Parental belief systems: the psychological consequences for children (pp. 287–318). Hillsdale, NJ: Erlbaum.

  • Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education & Development, 20, 377–401.

    Article  Google Scholar 

  • Spilt, J. L., Koomen, H. M., Thijs, J. T., & van der Leij, A. (2012). Supporting teachers' relationships with disruptive children: The potential of relationship-focused reflection. Attachment and Human Development, 14(3), 305–318.

Download references

Acknowledgments

This manuscript was supported by a grant awarded to the first author by the Institute of Education Sciences, US Department of Education, through grant R324A100215 respectively to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the US Department of Education. The authors wish to thank the generous programs and teachers who participated in this study. In addition, we are grateful to all project staff for their contributions to this work.

Conflict of Interest

The authors declare that they have no conflict of interest.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Amanda P. Williford.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Williford, A.P., Wolcott, C.S., Whittaker, J.V. et al. Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors. Prev Sci 16, 1054–1063 (2015). https://doi.org/10.1007/s11121-015-0544-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11121-015-0544-0

Keywords

Navigation