Externalizing Behaviors within General, At-Risk, and Special Education Preschool Classrooms: A Preliminary Investigation

Autor/inn/en	Floress, Margaret T.; Rader, Rebecca A.; Berlinghof, Jessica R.; Fanok, Paige C.
Titel	Externalizing Behaviors within General, At-Risk, and Special Education Preschool Classrooms: A Preliminary Investigation
Quelle	In: Preventing School Failure, 62 (2018) 4, S.279-288 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1443424
Schlagwörter	Child Behavior; Preschool Children; At Risk Persons; Special Education; Behavior Problems; Prevention; Early Childhood Education; Preschool Teachers; Regular and Special Education Relationship; Expulsion; Illinois + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Risikogruppe; Special needs education; Sonderpädagogik; Sonderschulwesen; Prävention; Vorbeugung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin; Relegation
Abstract	Student problem behaviors occur across all classroom settings, but preschool children are three times more likely to be expelled than students in kindergarten through twelfth grade. Determining the extent to which preschool students exhibit problem behaviors may help promote preventative practices in early childhood settings. This study examined the natural occurrence of externalizing behaviors within general, at-risk, and special education classrooms. Direct observations were collected across six classrooms to measure student off-task and disruptive behavior. No significant off-task differences were found across the three classroom types. However, a significant difference in disruptive behavior was found between special education and general education classrooms and between special education and at-risk classrooms. Implications and directions for future study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01