Literaturnachweis - Detailanzeige
Autor/inn/en | Dufrene, Brad A.; Parker, Kizzy; Menousek, Kathryn; Zhou, Qi; Harpole, Lauren Lestremau; Olmi, D. Joe |
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Titel | Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery |
Quelle | In: Journal of Educational & Psychological Consultation, 22 (2012) 3, S.159-186 (28 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1047-4412 |
DOI | 10.1080/10474412.2011.620817 |
Schlagwörter | Evidence; Behavior Problems; Class Activities; Student Behavior; Intervention; Learning Activities; Dropouts; Disadvantaged Youth; Preschool Children; Integrity; Teaching Methods; Behavior Modification Evidenz; Student behaviour; Schülerverhalten; Lernaktivität; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Integrität; Teaching method; Lehrmethode; Unterrichtsmethode; Behaviour modification; Verhaltensänderung |
Abstract | Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers' use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery that maintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in children's disruptive classroom behavior. (Contains 1 table and 3 figures.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |