國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The impact of kinder training on early elementary school children's on-task behavior :/
Reminder of title:	A single case design.
Author:	Chen, Szu-Yu.
Description:	1 online resource (163 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.
Contained By:	Dissertation Abstracts International77-08B(E).
Subject:	Mental health. -
Online resource:	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.
LDR:02877ntm a2200325Ki 4500 001 917479
005 20181022104647.5
006 m o u
007 cr mn||||a|a||
008 190606s2015 xx obm 000 0 eng d
020 $a 9781339534060
035 $a (MiAaPQ)AAI10032230
035 $a AAI10032230
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Chen, Szu-Yu. $3 1191537
245 1 4 $a The impact of kinder training on early elementary school children's on-task behavior : $b A single case design.
264 0 $c 2015
300 $a 1 online resource (163 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.
500 $a Adviser: Natalya Lindo.
502 $a Thesis (Ph.D.)--University of North Texas, 2015.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mental health. $3 564038
650 4 $a School counseling. $3 1181607
655 7 $a Electronic books. $2 local $3 554714
690 $a 0347
690 $a 0519
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of North Texas. $b Counseling and Higher Education. $3 1191538
773 0 $t Dissertation Abstracts International $g 77-08B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10032230 $z click for full text (PQDT)