Using Literacy-Based Behavioural Interventions to Teach Self-Regulation Skills to Young Children

Autor/inn/en	Hall Pistorio, Kalynn; Brady, Michael P.; Morris, Cindy
Titel	Using Literacy-Based Behavioural Interventions to Teach Self-Regulation Skills to Young Children
Quelle	In: Early Child Development and Care, 189 (2019) 10, S.1682-1694 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1406483
Schlagwörter	Young Children; Emergent Literacy; Self Management; Screening Tests; Skill Development; Electronic Publishing; Play; Handheld Devices; Special Education; Early Intervention; Learner Engagement; Private Schools; Developmental Delays; Instructional Effectiveness; Basic Skills; Cues; Sequential Learning; Time Management; Childrens Literature + Suchen Sie Ihr Suchwort? Frühe Kindheit; Frühleseunterricht; Selbstmanagement; Screening-Verfahren; Kompetenzentwicklung; Qualifikationsentwicklung; Elektronisches Publizieren; Spiel; Special needs education; Sonderpädagogik; Sonderschulwesen; Private school; Privatschule; Entwicklungsverzögerung; Unterrichtserfolg; Basic skill; Grundfertigkeit; Stichwort; Didaktische Sequenzierung; Lernsequenz; Zeitmanagement; 'Children''s literature'; Kinderliteratur
Abstract	Many young children receive developmental screenings because they do not perform basic self-regulation skills needed in preschool and home environments. Previous research on Literacy-Based Behavioural Interventions (LBBI) shows promise for promoting acquisition and maintenance of skills and routines; however, research has not yet examined the effectiveness of this intervention for self-regulation for young children. In this study, four children aged 2-4 referred for developmental screenings received an electronic LBBI story highlighting a visual timer to help them self-regulate. Results showed their self-regulation skills increased dramatically after using the LBBI stories with the timer, with strong effect sizes. These skills also generalized to other settings and increased engagement in activity and literacy centres. Three children maintained these skills after the LBBI was removed. This study extends previous research, incorporating an electronic book as the LBBI, and showing intervention effectiveness with young children not previously included in LBBI research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01