South Korean Early Childhood Education Teachers' Perceptions of Program-Wide Positive Behavior Support
The authors conducted a survey of 169 South Korean early childhood education teachers regarding the importance and implementation of strategies associated with the Program-Wide Positive Behavior Support (PWPBS) framework (L. Fox & M. L. Hemmeter, 2009) to support social competence and prevent young children's challenging behavior. Analyses revealed that South Korean early childhood teachers considered the strategies associated with PWPBS to be important; however, they implemented few universal tier practices in their classrooms and reported the presence of few program-wide supports in their early childhood programs. Based on these results, suggestions for the adoption of PWPBS in South Korea and other countries outside of the United States are presented.
Noh, J., Steed, E. A., & Kim, K. (2016). South Korean early childhood teachers’ perceptions of program-wide positive behavior support. Infants and Young Children, 29, 25-36.