Forecasting Accuracy of Earliest Assessment versus Transitional Change in Early Education Classroom Problem Behavior among Children at Risk

Autor/inn/en	Reyes, Roland S.; McDermott, Paul A.; Watkins, Marley W.; Rovine, Michael J.; Chao, Jessica L.
Titel	Forecasting Accuracy of Earliest Assessment versus Transitional Change in Early Education Classroom Problem Behavior among Children at Risk
Quelle	In: School Psychology Review, 49 (2020) 1, S.47-59 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watkins, Marley W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1717372
Schlagwörter	Accuracy; Predictive Validity; Preschool Children; Behavior Problems; Student Behavior; At Risk Students; Kindergarten; Grade 1; Elementary School Students; Identification; Longitudinal Studies; Growth Models; Low Income Students; Student Evaluation; Woodcock Johnson Tests of Achievement; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; Identifikation; Identifizierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulnote; Studentische Bewertung
Abstract	This study compared the relative contribution of earliest assessment of preschool children's context-specific problem behaviors with subsequent observations of those behaviors for the prediction of later academic and sociobehavioral performance in first grade. Using a nationally representative sample of low-income children from the Head Start Impact Study (N = 3,827), children's problem behaviors in 22 classroom situational contexts were assessed annually through 2 years of prekindergarten, kindergarten, and first grade. Results from a two-stage analytical approach support the use of earliest assessment as a suitable strategy for the identification and intervention of children's classroom problem behaviors, where subsequent observations did not increase predictive accuracy over earliest assessment alone. Implications are discussed for assessment theory and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01