Circle Time: An Exploratory Study of Activities and Challenging Behavior in Head Start Classrooms

Zaghlawan, Hasan Y.; Ostrosky, Michaelene M.

doi:10.1007/s10643-010-0431-z

Cited by 31 publications

(35 citation statements)

References 24 publications

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“…Problem behavior in preschool classrooms has been associated with various negative effects such as teacher burnout (Hastings & Bham, 2003), student expulsion (Gilliam & Shahar, 2006;Tangorra, 2015), and lower student academic gains both during preschool and in later years (Bulotsky-Shearer & Fantuzzo, 2011). Zaghlawan and Ostrosky (2011) noted that problem behavior in preschools often occurs during structured learning times. Additionally, they observed that multiple children often engaged in problem behavior at once.…”

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confidence: 99%

Comparison of components of the Good Behavior Game in a preschool classroom

Foley

Dozier

Lessor

2018

J of App Behav Analysis

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The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after exposure to the GBG package. We evaluated the effects (a) of the GBG on disruptive behavior of preschoolers during group instruction and (b) the major components of the GBG before and after implementation of the GBG package (c) at both the group and individual level. Results suggest that the GBG package was necessary for decreasing disruptive behavior. However, after exposure to the GBG, a response‐independent contingency was effective for maintaining low levels of disruptive behavior at both the group and individual level.

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confidence: 99%

Comparison of components of the Good Behavior Game in a preschool classroom

Foley

Dozier

Lessor

2018

J of App Behav Analysis

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“…Not surprisingly, research indicates that challenging behaviors occur more frequently during structured activities in comparison with more unstructured times of the day (Qi & Kaiser, 2004;Qi, Kaiser, & Milan, 2006). For example, Zaghlawan and Ostrosky (2011) found that across eight Head Start classrooms, challenging behaviors were observed to occur during 30% of intervals throughout circle time. Gunter and Jack (1994) found that interactions between students with challenging behavior and teachers are often negative, occurring 22% of the time.…”

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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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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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“…The observations were conducted during circle time, beginning when the teacher began the first activity of circle time and ended once children were dismissed from the circle to the next activity. Circle time is a critical but often challenging structured time in the preschool day where teachers often try to teach specific skills to children (Zaghlawan & Ostrosky, ). Three to five times per week observations were conducted for the duration of circle time, approximately 20 minutes (a minimum of 10 minutes and a maximum of 40 minutes), targeting the following variables.…”

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confidence: 99%

Using iPad tablets for self-modeling with preschoolers: Videos versus photos

et al. 2017

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As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self-modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off-task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self-video and photos prior to circle time. A child preference phase was conducted whereby each child self-selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off-task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self-modeling condition. K E Y W O R D Sactivity photos, engagement, iPad tablet, off-task, preschool, video self-modeling

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Circle Time: An Exploratory Study of Activities and Challenging Behavior in Head Start Classrooms

Cited by 31 publications

References 24 publications

Comparison of components of the Good Behavior Game in a preschool classroom

Comparison of components of the Good Behavior Game in a preschool classroom

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

Using iPad tablets for self-modeling with preschoolers: Videos versus photos

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