Instructional Change in Preschool Classrooms: A Study of Empirically-Based Teacher Support

Boat, Mary; Carr, Victoria; Barnett, David W.; Macmann, Gregg M.; Moomaw, Sally; Pan, Wei; Nichols, Angela

doi:10.1080/15240750903218814

Cited by 11 publications

(26 citation statements)

References 33 publications

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“…Figure 1 also shows the percentage of intervals in which student engagement was observed across baseline and intervention sessions for the morning and afternoon classrooms. Engagement estimates in prior Head Start research (Boat et al, 2009) found engagement to be approximately 79% at the 50th percentile of classrooms (n = 99 observations, 22 classrooms). During baseline in the morning classroom, engagement was low.…”

Section: Disruptionsmentioning

confidence: 93%

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Increasing Preschool Student Engagement During Group Learning Activities Using a Group Contingency

Ling

Barnett

2013

Topics in Early Childhood Special Education

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Preschool environments can be critical to academic success and risk reduction but disruptive behaviors can have significant and lasting negative effects on students as well as teachers. These behaviors may be pervasive in some classrooms and effective interventions are needed. A combined delayed multiple baseline and withdrawal design across a teacher's two classrooms (a.m. and p.m.) was used to monitor the effectiveness of an interdependent group contingency procedure used during circle time, a key learning activity. Results from the morning and afternoon half-day classrooms led by the lead teacher generally indicated that the intervention was effective at decreasing student disruptions. In addition, outcomes demonstrated increased student engagement and improvements in more positive teacher attention compared with negative attention. Teacher-directed instruction, on average, increased in the morning classroom during intervention conditions and remained high across conditions in the afternoon classroom.

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Section: Disruptionsmentioning

confidence: 93%

“…Student variables included disruptions and engagement, and the instructional variables were T-PA, T-NA, and TDI (Benedict, Horner, & Squires, 2007;Boat et al, 2009).…”

Section: Experimental Measurementmentioning

confidence: 99%

Increasing Preschool Student Engagement During Group Learning Activities Using a Group Contingency

Ling

Barnett

2013

Topics in Early Childhood Special Education

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“…For example, measuring adherence of a complicated universal procedure such as SWPBS (http://www.pbis.org) requires attention to planning behaviors of staff across time, examination of the behavior of principals, resources employed, physical changes across a building, knowledge of staff and students, assessment of the degree to which individual students receive parts of the intervention, lesson plans, and so on. A simple (relative to SWPBS) classroom management intervention may just require changes in the verbal behavior of teachers within a discrete daily period (Boat et al, 2009;Casey & McWilliam, 2008). Regardless, the first step for any adherence measurement is operationally defining the intervention linked to targeted variables and settings.…”

Section: Methods Used To Measure Adherencementioning

confidence: 99%

“…Consultants or teams consider amount and qualities of support for the person acquiring and implementing intervention plans, which may include different initial levels of supports including modeling, prompting or guided practice, and feedback (Boat et al, 2009;LeGray et al, 2010;Noell et al, 2005). Thus when graphing and analyzing student performance over time, it may be important to also include what may be called intervention acquisition and fluency conditions showing intervention performance.…”

Section: Monitoring Adherencementioning

confidence: 98%

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Intervention Adherence for Research and Practice: Necessity or Triage Outcome?

Barnett

Hawkins

Lentz

2011

Journal of Educational and Psychological Consultation

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Intervention integrity or adherence describes qualities of carrying out an intervention plan and in research is fundamentally linked to experimental validity questions addressed by measurement of independent and dependent variables. Integrity has been well described in conceptual writing but has been a continuing thorny subject in research and practice with some possibility of misunderstandings. In consultation practice, in contrast to research, adherence questions may be best viewed as a triage situation in that teams examine risks and costs of decisions and plan for sufficient intervention implementation checks accordingly. Furthermore, in consultation practice the measurement of intervention adherence is not necessarily needed for internal validity arguments if internal validity evidence is a key characteristic of prior research used in problem solving. However, adherence estimates remain critical for many aspects of decision making. As much thought and resources may be dedicated to the measurement of intervention adherence as are dedicated to the measurement of dependent variables or outcome measures for both consultation practice and research depending on the decision purpose.This article examines key characteristics of intervention plans related to single case research and accountability designs and makes recommendations for adherence measurement to researchers (required) and consultation practiCorrespondence should be sent to

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Classwide consultation in preschools: A case study of comprehensive supports

Gajus¹,

Barnett²

2010

Psychology in the Schools

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Classwide supports were used to increase children's early literacy skills for Head Start morning and afternoon classrooms within a preschool Response to Intervention (RtI) model. Support included interventions to improve child outcomes for letter naming fluency (LNF) and teachers' instructional and managerial variables. Targeted activities included circle (a group instructional activity) and center times (also instructional time with children's choices about activities). Support for teachers included adding a "letter of the week" activity with active responding and other literacy activities and providing direct feedback to teachers about classroom managerial interactions. Results show positive classwide improvements for LNF, an increase in the prevalence of instruction, and improvements in positive and instructional managerial methods. Social validity appraisal indicated that the support methods were highly acceptable. C 2010 Wiley Periodicals, Inc.

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Instructional Change in Preschool Classrooms: A Study of Empirically-Based Teacher Support

Cited by 11 publications

References 33 publications

Increasing Preschool Student Engagement During Group Learning Activities Using a Group Contingency

Increasing Preschool Student Engagement During Group Learning Activities Using a Group Contingency

Intervention Adherence for Research and Practice: Necessity or Triage Outcome?

Classwide consultation in preschools: A case study of comprehensive supports

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