Literaturnachweis - Detailanzeige
| Autor/inn/en | Sutherland, Kevin S.; Conroy, Maureen A.; McLeod, Bryce D.; Granger, Kristen; Nemer, Shannon L.; Kunemund, Rachel L.; Johnson, Adrienne; Miles, Chimere |
|---|---|
| Titel | Adapting an Evidence-Based Early Childhood Tier 2 Program for Early Elementary School |
| Quelle | 119 (2019) 4, S.542-561 (20 Seiten)Infoseite zur Zeitschrift |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-5984 |
| Schlagwörter | Program Effectiveness; Evidence Based Practice; Risk; Student Experience; Outcomes of Education; Teacher Student Relationship; Educational Environment; Emotional Disturbances; Behavior Disorders; Preschool Children; Preschools; Parents; Early Childhood Education; Intervention Risiko; Studienerfahrung; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gefühlsstörung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik |
| Abstract | Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns and improving students' early learning environments. The purpose of this article is to describe the iterative development of one such program, BEST in CLASS--Elementary, which has been adapted from an evidence-based program designed to reduce risk for emotional/behavioral disorders by improving teachers' interactions and relationships with preschool-age children with chronic problem behavior. Following a brief description of the parent program, 4 overlapping phases of intervention adaptation and development are described. Future directions for the intervention and applications of this iterative process tointervention developmentwork and research are discussed. [This paper was published in "Elementary School Journal" (EJ1217810).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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