About 51% of preschoolers and 30% of infants in the United States spend part of their day in some kind of out-of-home care or early education environment (United States Census, 2013), making early childhood teachers and caregivers significant participants in the life of many children.  Consequently, it is estimated that as much as 10–20% of preschool-age children exhibit significant challenging behavior in ECE programs (Bradshaw, Mitchell & Leaf, 2008), so the need for effective and efficient behavior support in early childhood is evident, particularly in light of the long-term negative effects of early problem behavior (Myers & Pianta, 2008).  In addition, teacher-child relationships become an integral factor associated with difficulties adjusting to school academically and behaviorally through eighth grade (Garner & Wajiid, 2008), and children who exhibit problem behavior are more likely to develop negative relationships with their peers and teachers. Many of these children already face significant disadvantages in the classroom, receive less mental health services, and are subjected later to more serious negative outcomes (Bradshaw et al., 2012). 

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