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The impact of kinder training on early elementary school children's on-task behavior : = A single case design.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The impact of kinder training on early elementary school children's on-task behavior :/
其他題名:	A single case design.
作者:	Chen, Szu-Yu.
面頁冊數:	1 online resource (163 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.
Contained By:	Dissertation Abstracts International77-08B(E).
標題:	Mental health. -
電子資源:	click for full text (PQDT)
ISBN:	9781339534060

The impact of kinder training on early elementary school children's on-task behavior : = A single case design.
Chen, Szu-Yu.

The impact of kinder training on early elementary school children's on-task behavior :A single case design. - 1 online resource (163 pages)

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.

Thesis (Ph.D.)--University of North Texas, 2015.

Includes bibliographical references

Teachers appear to feel challenged by children's off-task behavior in the classroom. Children's off-task behavior can result in reduced academic engagement, increased teaching stress, and strained teacher-child relationships. The purpose of this study was to investigate the impact of kinder training on young children's on-task behavior in the classroom. This study utilized an experimental single-case methodology and a multiple baseline across subjects design. Three elementary school teachers conducted weekly individual play sessions with students they identified as frequently exhibiting off-task behavior. The three children ranged in age from five to six years: two males and one female, two Caucasian non-Hispanic and one biracial. Two trained observers repeatedly assessed the child participants' on-task behavior using the Direct Observation Form throughout the baseline and intervention phases. The findings provide support for kinder training as an effective play-based professional developmenttraining model that can improve children's on-task behavior. Results demonstrated that all child participants showed improvement in on-task classroom behavior. Visual analysis revealed that all child participants demonstrated a positive change in on-task behavior during the intervention phase. All teacher participants reported observing improvement in the child participants' on-task behavior and teacher-child relationships. Teachers' post-intervention reports supported the notion of reciprocal interactions among teacher-child relationships, understanding of children's lifestyle and goals of misbehavior, and children's on-task behavior.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339534060Subjects--Topical Terms:

564038
Mental health.
Index Terms--Genre/Form:

554714
Electronic books.

The impact of kinder training on early elementary school children's on-task behavior : = A single case design.
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