An ecobehavioral analysis of child academic engagement: Implications for preschool children not responding to instructional intervention
A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. Multi-Tiered System of Supports/Response to Intervention (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what to change. Ecobehavioral observation data may provide this support through information on a child's academic and other behaviors, given the opportunity to learn. We sought to investigate this hypothesis and develop benchmarks for decision making. Teachers (N = 39) and two representative age-cohorts of preschool children (N = 117, 51% boys) were observed using an ecobehavioral, momentary time sample observation system (the Code for Interactive Recording of Children's Learning Environments [CIRCLE]). Results provided insights into the content and amount of academic instruction children received, the responsiveness of children to instruction, and how context/teacher and child behaviors relationships were moderated by children's level of Get Ready to Read (GRTR) literacy and Individualized Education Plan (IEP) status risk. Implications are discussed. (author abstract)
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.