Making the Invisible Visible: Using a Contextual Measurement Approach to Identify Children with Social-Emotional and Behavioral Needs in Preschool Classrooms

Autor/inn/en	Bulotsky-Shearer, Rebecca J.; Carter Clopet, Tracy M.; Williford, Amanda P.; Alamos, Pilar; Hasbrouck, Sadie
Titel	Making the Invisible Visible: Using a Contextual Measurement Approach to Identify Children with Social-Emotional and Behavioral Needs in Preschool Classrooms
Quelle	In: Topics in Early Childhood Special Education, 42 (2023) 4, S.344-356 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bulotsky-Shearer, Rebecca J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214221111396
Schlagwörter	Preschool Children; Interaction; Peer Relationship; Teacher Student Relationship; Observation; Social Emotional Learning; Student Needs; Identification; Intervention; Context Effect; Measurement; Self Concept; Adjustment (to Environment); Social Behavior; Federal Programs; Low Income Students; Social Services; Interpersonal Competence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Identifikation; Identifizierung; Messverfahren; Selbstkonzept; Social behaviour; Soziales Verhalten; Social service; Soziale Dienstleistung; Soziale Dienste; Interpersonale Kompetenz
Abstract	Best practices in early childhood include using measures to identify children's social-emotional and behavioral needs within routine, naturalistic preschool contexts. Aligned with best practices, we examined the combined utility of two contextual measures, a teacher report and a direct observation of classroom behavior, in the context of interactions with teachers, peers, and learning tasks. Latent profile analysis (N = 527 children) identified four profile groups: (a) well-adjusted and positively engaged, (b) high externalizing and conflict engagement, (c) adequately adjusted/mildly disengaged in learning tasks, and (d) elevated internalizing behavior and low engagement. Children's profile classification was associated concurrently with emotion regulation and social competence. Teachers independently reported on children's social-emotional or academic concerns. Teachers' reports of social-emotional concerns comported for children in the externalizing profile but did not comport for the internalizing group. Findings illustrate the utility of a contextual assessment approach for early identification and intervention, particularly for children who display internalizing behavior. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01