Student Teacher Relationship Quality For Preschool Students With Disabilities And Delays PDF Download

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Student-teacher Relationship Quality for Preschool Students with Disabilities and Delays

Student-teacher Relationship Quality for Preschool Students with Disabilities and Delays
Author: Sydney Rae-Saidoo Nelson
Publisher:
Total Pages: 0
Release: 2023
Genre: Electronic dissertations
ISBN:
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Student-teacher relationship quality (STRQ) influences a variety of student outcomes, including academic, social, and behavioral functioning (McGrath & Van Bergen, 2015). Less is known about the importance of STRQ for preschool students with disabilities. Many studies are conducted with school-aged, typically developing students (Ansari et al., 2020; Hamre & Pianta, 2001), despite recognition that STRQ may be especially meaningful for young, vulnerable populations (Hajovsky et al., 2017; Sabol & Pianta, 2012). Among studies investigating the importance of STRQ for students with disabilities, most research investigates the connection between student background variables and STRQ, rather than how STRQ may influence other associations (Zendarski et al., 2020). In addition, studies tend to include students with specific disabilities and small sample sizes (e.g., Blacher et al., 2014; Eisenhower et al., 2007), which can be difficult to generalize.To address these gaps, the Family and Child Experiences Survey (FACES 2009), a nationally representative data set, was used in the present study to examine the following for preschool students with disabilities and delays: 1) the association between student-teacher relationship quality (STRQ) and student's kindergarten academic outcomes, 2) the association between Head Start student, teacher, classroom (HS-STC) variables and student kindergarten academic outcomes while accounting for student background variables, and 3) the role of STRQ as a moderator between HS-STC variables and student kindergarten academic outcomes while accounting for student background variables. STRQ was measured using the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008). Structural equation modeling using latent-factor moderation analysis was completed using Mplus Version 8.6 software (Muthen & Muthen, 1998-2017).Study results suggest that STRQ moderated the association between student gender and kindergarten reading outcomes, such that male students with disabilities and delays performed better on reading outcomes when STRQ in Head Start was strong. Teacher experience and Head Start reading outcomes were significantly associated with kindergarten reading outcomes. Specifically, better kindergarten reading outcomes were associated with students who had Head Start teachers with less experience and students who performed better on preschool reading outcomes. Study limitations and implications for future research and practice are discussed.

How to Handle Hard-to-Handle Preschoolers

How to Handle Hard-to-Handle Preschoolers
Author: Maryln Appelbaum
Publisher: Corwin Press
Total Pages: 137
Release: 2009-01-06
Genre: Education
ISBN: 1412970032
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This user-friendly resource provides early childhood educators with a comprehensive overview of the most common kinds of behavioral disorders and learning disabilities in children ages 2 to 5, with guidelines for meeting students' needs within an inclusive environment. This ready-to-go guide is packed with hundreds of easy-to-implement strategies, tips, and techniques for managing behavioral disorders - from ADHD to Tourette syndrome. Each chapter covers one or more disorders and includes a wealth of checklists to help teachers succeed with and understand hard-to-handle children. The author illustrates ways to help young children learn how to Develop the ability to regulate their own behavior Solve problems Replace negative behaviors with positive ones Handle their emotions appropriately Succeed in the classroom and in everyday life How to Handle Hard-to-Handle Preschoolers empowers teachers with the tools necessary for transforming a negative, disruptive classroom into a positive environment for learning. Book jacket.

Quality of Teacher-child Relationships and Social-emotional Competence in Preschool Age Children

Quality of Teacher-child Relationships and Social-emotional Competence in Preschool Age Children
Author: Chelsea Deavers
Publisher:
Total Pages: 116
Release: 2016
Genre:
ISBN:
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The current study investigated the quality of teacher-child relationships in the prediction of social and emotional competence of preschool age children. Fifty-three students from eight preschools participated in this study. A quantitative survey design was employed to collect data through teacher completion of the Student-Teacher Relationships Scale (STRS; Pianta, 2001) and parent completion of the Social Competence and Behavior Evaluation Scale: The Short Form (SCBE-30; LaFreniere & Dumas, 1996) and Demographics Survey. The Student-Teacher Relationship Scale was accessed online by the primary preschool teachers through Survey Monkey. The Social Competence and Behavior Evaluation Scale and Demographic Survey were sent to parents via Survey Monkey, but hard copies were also supplied in either English or Spanish (the parent preferred language). Correlational analyses were used to explore associations between the quality of teacher-child relationships and student social and emotional competence, as well as demographic variables and the quality of teacher-child relationships. Results indicate few significant relationships between parent demographics and quality of teacher-child relationships or children's social and emotional competence. However, teacher-child conflict is significantly correlated to child anxiety-withdrawal, with parent education as a possible mediator. Future research should include a larger sample and observations to enhance current literature and theory of teacher-child relationships.

Engagement Behaviors of Young Children with Disabilities

Engagement Behaviors of Young Children with Disabilities
Author: Salih Rakap
Publisher:
Total Pages: 357
Release: 2013
Genre:
ISBN:
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Engagement is hypothesized to be an important mediating factor in young children's development and learning. A major purpose of early intervention for young children with disabilities is to promote child engagement. While child engagement and related factors have been descriptively investigated since the 1970s, few studies have systematically examined relationships between practitioners' implementation of instructional approaches and the engagement behaviors of young children with disabilities. One promising instructional approach designed to alter the engagement behaviors of young children with disabilities during preschool classroom activities is embedded instruction. The purpose of the present study was to investigate corollary relationships between the engagement behaviors of four young children with disabilities during two types of child-initiated activities and their teachers' implementation of embedded instruction learning trials (EILTs). EILTs data were obtained from a previously conducted single-subject experimental study involving four teachers.

When Slow Is Fast Enough

When Slow Is Fast Enough
Author: Joan F. Goodman
Publisher: Guilford Press
Total Pages: 306
Release: 1993-03-12
Genre: Psychology
ISBN: 9780898624915
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"Fascinating, lively, well-documented, and challenging....Both timely and necessary....An ideal resource for professionals who work with delayed children. It is so readable, it will also be valued by parents of these children." --Lee Combrinck-Graham, M.D. In matters of education, are all children created equal? Despite reforms that champion the rights of handicapped youngsters, are we really punishing such children with the very systems that are supposed to help them? Joan Goodman's bold and controversial book asks what we are accomplishing in early intervention programs that attempt to accelerate development in delayed young children. She questions the value of such programs on educational, psychological, and moral grounds, suggesting that in pressuring these children to perform more, and sooner, we undermine their capacity for independent development and deprive them of the freedom we insist upon for the nondelayed. Goodman argues that we need a more tolerant, less directive model of instruction in which the aim is to support the child's natural and spontaneous, albeit slow, development and to stimulate individual processes of discovery and self-expression. The elements of this more supportive model are then described in detail. Raising fundamental questions about our ambitions for children and how we fulfill them, this lively and provocative book is bound to stir controversy. It is especially timely as early intervention programs rapidly gear up to serve all handicapped children from ages 0 to 5.

The Effects of Two Schedules of Instruction with Constant Time Delay on the Receptive Word Learning Skills of Preschool Children with Developmental Delays

The Effects of Two Schedules of Instruction with Constant Time Delay on the Receptive Word Learning Skills of Preschool Children with Developmental Delays
Author: Margie A. Spino
Publisher:
Total Pages: 159
Release: 2013
Genre: Children with disabilities
ISBN:
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Young children with special needs in inclusive settings may be provided special education services by itinerant early childhood special education (ECSE) teachers. These teachers typically travel to the community-based preschool program and work with a child for about 1 hour, 1 day each week. Research suggests that once itinerant ECSE teachers leave the classroom, children with disabilities are rarely provided specialized instruction. Additionally, the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC), the primary ESCE professional organization in the U.S., recommends that instruction be embedded within everyday routines and that it be distributed across the day and throughout the week. Despite these recommendations, the practice of providing specialized services directly to a child, during one visit per week, continues. This study examined if a once-a-week instructional schedule as used by ECSE teachers providing direct services was sufficient to promote learning in young children with disabilities, especially those with cognitive disabilities. The extent to which instruction should be distributed in order to promote learning in young children with disabilities was addressed by comparing two different intervention intensities (i.e., schedules) with the constant time delay strategy. Four preschool children with identified disabilities participated along with their 3 preschool teachers. The ECSE teachers taught children to identify items by pointing to them using the constant time delay strategy with a 1x/week schedule and a 3x/week schedule. An adapted alternating treatments design was used to evaluate the effects of the two schedules. The results indicated that both the 1x/week and 3x/week schedules were effective to teach two of the four children both target words and to teach one child one target word. Examination of the three teachers' procedural fidelity data revealed that three emails with specific corrective feedback were sufficient to yield PF scores of 100%. While teachers were nearly perfect in their implementation of the CTD procedures, they were less successful in implementing the procedure with the intended dose frequency.

Preschool Children

Preschool Children
Author: Cathy Huaqing Qi
Publisher:
Total Pages: 321
Release: 2013
Genre: Education
ISBN: 9781626186750
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This book presents cutting edge work and recent findings in the areas of language development, social skills, and behavioral functioning in preschool children with and without disabilities. Each chapter is of high quality, using rigorous methodology, strong research designs, and sophisticated data analysis. The book brings the unique gathering of minds with backgrounds in early childhood special education and psychology. Authors of the chapters produce high quality research on important issues such as evidence-based interventions for young children with disabilities, including autism spectrum disorders, and challenging behavior. Other critical topics addressed in the book include the negative impact of risk factors on child development, and screening and early identification of behavioral problems in young children. If you are a teacher or a parent who has a child with a social skills or language difficulty, the information provided in this book can assist you in helping this child navigate the social and language environment and achieve success in the early childhood classroom. The screening and early identification information is useful as a background resource for those navigating the special education assessment process.

Inclusion Works!

Inclusion Works!
Author: Faye Ong
Publisher: Hippocrene Books
Total Pages: 100
Release: 2009
Genre: Children with disabilities
ISBN:
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Transforming the Workforce for Children Birth Through Age 8

Transforming the Workforce for Children Birth Through Age 8
Author: National Research Council
Publisher: National Academies Press
Total Pages: 587
Release: 2015-07-23
Genre: Social Science
ISBN: 0309324882
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Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.