The Effects of Cooperative Advisory for Individualized Positive Behavior Support on Emotional and Behavioral Problems of Infants

Abstract

The purpose of this study was to provide cooperative advisory for individualized positive behavior support to help teachers prevent emotional and behavioral issues and guide desirable alternative actions for infants who need individual support for emotional and behavioral problems. This study involved 48 infants and 48 teachers attending one kindergarten and 23 daycare centers in Y city. The results of the study were as follows. First, the function of the infant's emotional and behavioral problems was expressed as an out-of-the-box emotional and behavioral problem with the highest compensation variable. Second, teachers most frequently used negative response strategies for the out-of-the-box emotional and behavioral problems of infants, which changed to the most frequent use of positive response strategies after positive behavior support advice. Positive response strategies were used most frequently for internalized emotional and behavioral problems in infants, and positive prevention strategies I were changed to the most frequent use after positive behavior support advice. This study was meaningful in that it demonstrated the effectiveness of cooperative advice on positive action support at individual levels and confirmed its need to prevent and manage emotional and behavioral problems in infants.