Facilitating School Success among Young Mildly and Moderately Handicapped Children by Enhancing Task Persistence. Program Performance Report Year II, July 1, 1984 to June 30, 1986.

Institution	Illinois Univ., Champaign. Child Behavior and Development Lab.
Titel	Facilitating School Success among Young Mildly and Moderately Handicapped Children by Enhancing Task Persistence. Program Performance Report Year II, July 1, 1984 to June 30, 1986.
Quelle	(1985), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Disabilities; Followup Studies; Inservice Teacher Education; Intelligence; Interpersonal Competence; Persistence; Preschool Education; Teacher Aides; Teacher Behavior; Time on Task + Suchen Sie Ihr Suchwort? Schulleistung; Handicap; Behinderung; Follow-up studies; Kontaktstudium; Lehrerfortbildung; Intelligenz; Klugheit; Interpersonale Kompetenz; Ausdauer; Pre-school education; Vorschulerziehung; Handreichung; Lehrerhilfe; Teacher behaviour; Lehrerverhalten; Zeitaufwand
Abstract	The report describes accomplishments of a project to identify patterns of task persistence among handicapped preschoolers and the teacher behaviors that facilitate task persistence. In phase I of the project, 101 children (including 12 nonhandicapped, 57 mildly, 28 moderately, and 4 severely handicapped students) participated in an examination of the relationship between task persistence and four variables: handicapping condition, social functioning, intellectual ability, and school-related achievement. The effect of teacher behavior on task persistence in small group, large group, and free play settings was also examined. In phase II, intervention materials and procedures for teachers were developed and their effects on student achievement measured. Two extensive sets of tables give preliminary summaries of teacher and child behaviors. Revision of the materials will be completed in phase III, and long-term effects on school achievement measured. Significant increases in appropriate teacher and aide behaviors were noted along with significant increases in covert engaged behavior of the children and a significant decrease in off-task behavior. The five appendices consist of training outlines and instructions for preparing teachers to improve students' task persistence (in verbal and fine motor activities) and test-taking skill (maze test and block test). (CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01