An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention

Autor/inn/en	Greenwood, Charles R.; Beecher, Constance; Atwater, Jane; Petersen, Sarah; Schiefelbusch, Jean; Irvin, Dwight
Titel	An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention
Quelle	37 (2018) 4, S.219-233 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0271121417741968
Schlagwörter	Preschool Children; Individualized Education Programs; Literacy; Probability; Child Behavior; Learner Engagement; Emergent Literacy; Early Intervention; Decision Making; Response to Intervention; Behavioral Science Research; Preschool Teachers; Observation; Context Effect; Teacher Behavior; Incidence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individualized education program; Individualisierendes Lernen; Alphabetisierung; Schreib- und Lesefähigkeit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Frühleseunterricht; Decision-making; Entscheidungsfindung; Erzieher; Erzieherin; Kindergärtnerin; Beobachtung; Teacher behaviour; Lehrerverhalten; Vorkommen
Abstract	A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. "Multi-Tiered System of Supports/Response to Intervention" (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what to change. Ecobehavioral observation data may provide this support through information on a child's academic and other behaviors, given the opportunity to learn. We sought to investigate this hypothesis and develop benchmarks for decision making. Teachers (N = 39) and two representative age-cohorts of preschool children (N = 117, 51% boys) were observed using an ecobehavioral, momentary time sample observation system (the "Code for Interactive Recording of Children's Learning Environments" [CIRCLE]). Results provided insights into the content and amount of academic instruction children received, the responsiveness of children to instruction, and how context/teacher and child behaviors relationships were moderated by children's level of "Get Ready to Read" (GRTR) literacy and Individualized Education Plan (IEP) status risk. Implications are discussed. [This article was published in "Topics in Early Childhood Special Education" (EJ1166779).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04