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| Autor/in | Saad, Mourad Ali Eissa |
|---|---|
| Titel | The Effectiveness of a Life Skills Training Based on the Response to Intervention Model on Improving Disruptive Behavior of Preschool Children |
| Quelle | In: International Journal of Psycho-Educational Sciences, 7 (2018) 2, S.60-66 (7 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2325-775X |
| Schlagwörter | Daily Living Skills; Response to Intervention; Behavior Problems; Preschool Children; Preschools; Program Effectiveness; Behavior Modification; Foreign Countries; Egypt |
| Abstract | The purpose of this study was the effectiveness of a life skills training based on the response to intervention model on improving disruptive behavior of preschool children. The sample of the study comprised of 61 children (53 males and 8 females, Mean age= 5.2 years, SD = 0.87) attending two pre-schools in Baltim Town, namely Sanabil Kids and Basil School. Teacher's rating of Child's disruptive behavior scale to collect and analyze data. ANCOVA analysis for the differences in post- test mean scores between experimental and control groups on disruptive behavior showed that (F= 132.872, p< 0,01). T. test results for the differences in post- test mean scores between experimental and control groups showed that (t=19.155, p< 0,01 ) in the favor of experimental group. So, that there were differences in post- test mean scores between experimental and control groups on disruptive behavior in the favor of experimental group. Scheffe test for multi-comparisons in disruptive behavior test showed that there were statistical differences between pre and post measures in favor of post-test, and between pre and follow up measures in favor of follow up testing, but no statistical differences between post and follow up testing. Findings were discussed and implication of findings was included. (As Provided). |
| Anmerkungen | London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://www.journals.lapub.co.uk/index.php/IJPES |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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