Taking Charge of Early Childhood Transitions: Preventing Challenging Behaviors Through Engaging Routines

IF 1.7 3区 心理学 Q2 EDUCATION, SPECIAL
Averill F. Obee, Katie C. Hart, Andre V. Maharaj, Paulo A. Graziano
{"title":"Taking Charge of Early Childhood Transitions: Preventing Challenging Behaviors Through Engaging Routines","authors":"Averill F. Obee, Katie C. Hart, Andre V. Maharaj, Paulo A. Graziano","doi":"10.1177/10634266241271357","DOIUrl":null,"url":null,"abstract":"During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners, a school readiness program for children with externalizing behavior problems. Using a between-group, cross-over design, classrooms were randomly assigned to three conditions: (a) silent monitoring (i.e., children and counselors transitioned silently or quietly), (b) positive monitoring (i.e., counselors provided praise and children were allowed to talk), and (c) positive monitoring and engagement (i.e., counselors provided entertainment and praise). Results demonstrated significant differences in rule violations based on the transition condition, where groups receiving positive monitoring or engagement displayed fewer violations than those receiving silent monitoring. Implications for educator practices and school policies are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Emotional and Behavioral Disorders","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/10634266241271357","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

Abstract

During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children’s behavior while transitioning. Participants ( N = 40; 77.5% Male; 92.5% Hispanic) were enrolled in the Summer Treatment Program for Pre-Kindergarteners, a school readiness program for children with externalizing behavior problems. Using a between-group, cross-over design, classrooms were randomly assigned to three conditions: (a) silent monitoring (i.e., children and counselors transitioned silently or quietly), (b) positive monitoring (i.e., counselors provided praise and children were allowed to talk), and (c) positive monitoring and engagement (i.e., counselors provided entertainment and praise). Results demonstrated significant differences in rule violations based on the transition condition, where groups receiving positive monitoring or engagement displayed fewer violations than those receiving silent monitoring. Implications for educator practices and school policies are discussed.
把握幼儿过渡期:通过吸引人的常规活动预防挑战行为
在学校的一天中,孩子们要在不同的活动之间进行多次过渡,这可能会占用教学时间,并导致挑战性行为。本研究调查了积极的参与和行为支持对儿童过渡时期行为的影响。参与者(人数 = 40;77.5% 为男性;92.5% 为西班牙裔)参加了 "学前儿童暑期治疗计划",这是一项针对有外化行为问题的儿童的入学准备计划。采用组间交叉设计,将教室随机分配到三种条件下:(a)无声监控(即儿童和辅导员无声或安静地过渡);(b)积极监控(即辅导员给予表扬,允许儿童说话);(c)积极监控和参与(即辅导员提供娱乐和表扬)。结果表明,根据过渡条件,违反规则的情况有明显差异,接受积极监督或参与的小组比接受沉默监督的小组违反规则的情况要少。本文讨论了教育实践和学校政策的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
4.10
自引率
10.50%
发文量
29
期刊介绍: The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信