An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention. (February 2018)

• Record Type: Journal Article
• Authors: Greenwood, Charles R.; Beecher, Constance; Atwater, Jane; Petersen, Sarah; Schiefelbusch, Jean; Irvin, Dwight
• Is Part Of: Topics in early childhood special education. Volume 37:Number 4(2018:Feb.)
• Page Start: 219
• Page End: 233
• Publication Date: 2018-02
• Subjects: Multi-Tiered System of Supports (MTSS) -- language -- literacy -- child academic engagement -- opportunity to learn; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121417741968
• Languages: English
• ISSNs: 0271-1214

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.