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An Examination of Literacy Based Beha
Title
An Examination of Literacy Based Beha.
Creator
Hall Pistorio, Kalynn, Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Preparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool...
Show morePreparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool students in the classroom. Literacy based behavioral interventions (LBBI) (Bucholz, Brady, Duffy, Scott, & Kontosh, 2008) are a class of intervention that have been found to be effective to teach a variety of skills. This type of intervention consists of a combination of sequenced visuals and words to either teach a new skill and/or increase or decrease a behavior. Several studies have shown that a storybook LBBI is an effective intervention for teaching new skills including daily living skills, but to date only one study has looked at the effects of a storybook LBBI with preschool children who are at-risk (Hall, Brady, & Morris, 2017). This study expanded the storybook LBBI literature by exploring the effect of small group-delivered storybook LBBIs on preschool students who were at-risk and struggling to learn basic kindergarten readiness skills. Using a multiple baseline design across skills, this study examined the effectiveness of using LBBIs delivered in a small group to teach kindergarten readiness skills and the children’s ability to maintain and generalize these skills. Four preschool students were taught three skills including cutting with scissors, using liquid glue, and matching. Data were collected on the steps correct and independent on the task analysis for each skill. The results found an increase in skill acquisition with students learning the new skills and maintaining those skills after the removal of the LBBI. Students were also able to generalize these new skills to novel materials. Implications for research and practice are discussed.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00013066
Subject Headings
Preschool children--Education., Teaching young children., Kindergarten., Literacy.
Format
Document (PDF)
Early Childhood Preservice Teachers’ Knowledge of Children’sCognitive Development and Developmentally AppropriatePedagogical Practices: Understanding the Role of ClinicalExperiences
Title
Early Childhood Preservice Teachers’ Knowledge of Children’sCognitive Development and Developmentally AppropriatePedagogical Practices: Understanding the Role of ClinicalExperiences.
Creator
Beers, Courtney, Bhagwanji, Yashwant, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation...
Show moreThe quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004647, http://purl.flvc.org/fau/fd/FA00004647
Subject Headings
Cognition in children, Early childhood educators -- Training of, Early childhood teachers -- In service training, Pedagogical content knowledge, Preschool teaching
Format
Document (PDF)