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	In: Topics in Early Childhood Special Education, 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
ISSN	0271-1214
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; Statistical Analysis + 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; Statistische Analyse
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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01