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Autor/inn/enSutherland, Kevin S.; Conroy, Maureen A.; Algina, James; Ladwig, Crystal; Jesse, Gabriel; Gyure, Maria
TitelReducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class
Quelle42 (2018), S.31-43 (13 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit 
ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0885-2006
DOI10.1016/j.ecresq.2017.08.001
SchlagwörterChild Behavior; Behavior Problems; Teacher Student Relationship; Interaction; Randomized Controlled Trials; Comparative Analysis; Program Effectiveness; Preschool Children; Early Childhood Education; Behavior Modification; Hypothesis Testing; Preschool Teachers; Screening Tests; At Risk Students; Child Development; Measures (Individuals); Rating Scales; Observation; Pretests Posttests; Statistical Analysis; Battelle Developmental Inventory
AbstractResearch has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic problem behaviors; however, Tier-2 interventions that can be delivered by teachers with fidelity in authentic settings are lacking. This study examined the effect of BEST in CLASS, a Tier-2 intervention delivered by teachers, on child problem behavior, teacher-child interactions and teacher-child relationships using a cluster randomized controlled trial design. Participants were 465 children (3-5 year olds) identified at risk for the development of EBDs and their 185 teachers from early childhood programs located in two southeastern states. Significant effects were found across both teacher reported (ES ranging from 0.23 to 0.42) and observed child outcomes (ES ranging form 0.44-0.46), as well as teacher-child relationships (ES ranging from 0.26 to 0.29) and observed teacher-children interactions (ES ranging from 0.26 to 0.45), favoring the BEST in CLASS condition. Results suggest the promise of BEST in CLASS as a Tier-2 intervention for use in authentic early childhood classroom contexts and provide implications for future research on transactional models of teacher and child behavior. (As Provided).
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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