Summary of Findings

The Power of Positive Communication: Evidence of Effectivess

The Power of Positive Communication, CD-ROM based instruction for Early Care and Education Professionals (Educational Productions, 2004) was evaluated by F. Leon Paulson, Ph.D., an independent contractor. Read a PDF version of the complete report.

The goal of The Power of Positive Communication is to train adults to create a learning environment that positively impacts children's outcomes. Studies cited by Pianta (2005) show that interactions and emotional relationships formed between teachers and children impact children's developmental processes. In general, findings suggest that high quality experiences are positively associated with children's concurrent academic and social skills. In a 2006 paper, Pianta concludes that "the kind of instruction and interactions with adults have reliable and detectable effects on children's achievement and social competence." Adult-child interactions in The Power of Positive Communication are consistent with the teaching of appropriate behavior, as studied and described by Gartrell, (2004). Principles underlying The Power of Positive Communication (laying a groundwork of positive relationships, considering development, acknowledging the child's perspective, and mediating instead ofmandating) are also supported by Kostelnik, et. al. (2002).

The interactive CD-ROM uses 51 video-clips of authentic adult-child interactions in preschool or child care settings. Nilakanta and Ehling (2003) cite numerous studies of the impact of film, video and other "motion media" on academic learning, professional development, and social and ethical development. An undated "No Child Left Behind: Scientific Research Report" reviews a document by the National Educational Telecommunications Association Center for Instructional Communications, and concludes, "...Video's ability to provide a unique learning experience, one which will engage the student in ways beyond traditional textbook and lecture, is at the heart of the scientific research that demonstrates that the use of video ...improves learning, retention, and test scores."

Fifty-seven individuals--45 of them professional, degreed educators, the others teachers in training or care center staff--completed the PPC training as a self-paced individualized learning experience. In order to earn one unit of continuing education credit, the adults had to complete all of the activities on the CD-ROM. These included written reflections after viewing teachers' interactions with children, writing responses they considered appropriate when shown additional video-taped classroom or childcare vignettes, and developing personal action plans to improved their own adult-child interactions. Instructors applied rubrics to student responses.

Additionally, subjects rated the instructional format and completed a retrospective pretest analysis of training outcomes. The participants were in strong agreement that the course was effective in achieving the learning goals, that the CD-ROM format was effective, and that the objectives were appropriate and clear. Responses to an open-ended question regarding time to complete the training indicated that the format was sufficiently flexible to accommodate a wide variety of individual scheduling needs. Thirty five students answered "The most important thing I learned" with answers specifically mentioning the advantages of positive language, many of them articulating the importance of "Do Messages," a key strategy presented on the CD-ROM. The remaining students identified insights into their own performance, describing personal communication patterns they wanted to replace with more constructive ones. Eighty-eight percent of the subjects answered that they would like to take another course in the same format.

Students showed a sharp increase in the pre- and post-assessment of their skills or knowledge relating to each instructional goal. The methodology of the retrospective pretest self-assessment tool is supported by the research of Pratt, et. al, 2001 and others. Statements from a supervisor of several students also validated the self-reports:

"...Uniformly [the participants] could see the value and effectiveness of using positive communication to increase children's understanding, help them build language skills and foster cooperative behaviors... Their self evaluations at the end of the course showed that they experienced growth in their knowledge and skills."

Additionally, validation came spontaneously from supervisors of staff who used The Power of Positive Communication in other settings:

An Education Coordinator in a large Head Start Program assigned the PPC training as a self-paced study program to all staff. She wrote, "I could hear daily, how their new knowledge was implemented in the classroom. Much more positive redirection, almost no negative communication. I was amazed!"

A community college instructor reported, "Following our work with the CD, I observed and heard practicum students using strategies and techniques taught on the CD... Students frequently commented that they were... using them not only with children in their classes but with their children at home.... I can honestly say that the interactive learning experiences on the CD resulted in more student engagement and more in-depth discussion than video alone.... The focus is on building skills and students are able to identify their strengths and areas where they need more work. They learn how to use new skills ina variety of situations and have guided practice with exceptional video clips to try out what they are learning."

In the discussion section at the end of Paulson's evaluation of The Power of Positive Communication, he describes several strengths of PPC supported by the data:

EP has documentation that all respondents had in fact completed the learning activities.
Subjects were in agreement with statements that the training would have a positive impact on their work with children.
The training was very efficient in supporting this outcome.
The learning objectives were not only clear but they were relevant to participants' personal training needs.

This study demonstrates the effectiveness of The Power of Positive Communication as an instructional tool for changing teacher behaviors in directions that are supported by a large body of early childhood research.