Abstract
ABSTRACT The purpose of this study was to investigate the effects of kinder training on preschool children’s externalizing behavior in the classroom. This study utilized a single-case design. Two preschool teachers facilitated weekly individual play sessions with two students frequently exhibiting externalizing behavior. The findings provide support for kinder training as an effective play-based teacher-intervention model that can improve children’s externalizing behavior. Results demonstrated that both student participants showed improvement in externalizing classroom behavior during the intervention phase. Both teacher participants reported observing positive changes in the student participants’ externalizing behavior and teacher-student relationships.
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