Implementing a Comprehensive Behavior Support Framework in an Inclusive Early Childhood Program: Process Overview and Lessons Learned

Positive behavioral approaches have become increasingly important in supporting the behavior and social/emotional development of young children. However, sustainable changes in behavior systems over time are difficult. This case study seeks to chronicle the 6-year process undertaken by one inclusive early childhood education program focused on supporting children, ages birth through five, with delays and disabilities in inclusive settings alongside their peers without disabilities. The early childhood program worked in tandem with university faculty to develop a program-wide framework of behavior, social/emotional supports, and curriculum to best meet the needs of children with and without delays and disabilities. Their framework involves program-wide expectations, a validated social skill curriculum, prioritized behavioral strategies, and ongoing professional development and coaching to support strong implementation. To better understand their experience, the authors utilized a mixed-methods case study design involving surveys, interviews, and materials review. Herein, the authors present an overview of the process, stakeholder feedback, and lessons learned.