Generalization of the Child Observation Record: a validity study for diverse samples of urban, low-income preschool children

School Psychology Review

Bulotsky‐Shearer

McDermott

et al. 2007

Self Cite

160

The present study identified higher-order relationships among teacher assessments of approaches to learning and emotional and behavioral adjustment constructs for urban, low-income preschool children. It examined the unique contribution of these dimensions to cognitive and social competencies and risk of poor academic outcomes. Analyses of a large, representative sample of urban Head Start children revealed two distinct and reliable, higher-order dimensions of classroom adjustment behavior: Regulated and Academically Disengaged Behavior. Both of the dimensions contributed unique variance to the prediction of early mathematics ability and general classroom competencies prior to kindergarten entry, controlling for child demographics. Each dimension also contributed independently to the prediction of academic risk, controlling for child demographics. Implications for practice and policy were discussed. Disciplines Bilingual, Multilingual, and Multicultural Education Comments

Section: Classroom Learning Competence the Child Observation Record mentioning

confidence: 90%

“…Each of these three COR dimensions demonstrated high internal consistency for urban Head Start children. Convergent and divergent validity has been established with standardized assessments of peer play, receptive vocabulary, and psychological adjustment Fantuzzo et al, 2002).…”

Section: Classroom Learning Competence the Child Observation Record mentioning

confidence: 99%

Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children

School Psychology Review

Bulotsky‐Shearer

McDermott

et al. 2007

Self Cite

160

“…This tool is designed for use with children aged 2 years 6 months to 6 years 0 months, and enables teachers to collect anecdotal observations along a 5-point continuum of children's functioning. Validation studies for use of the COR with low-income urban children have revealed three dimensions with high internal consistency: Cognitive (.94), Social Engagement (.94), and Movement and Coordination (.86) (Fantuzzo, Hightower, Grim, & Montes, 2002). These COR dimensions demonstrated concurrent validity with measures of social competency and cognitive skills.…”

Section: Interactive Peer Playmentioning

confidence: 96%

An examination of the contributions of interactive peer play to salient classroom competencies for urban head start children

Psychology in the Schools

Sekino

Cohen

2004

Self Cite

124

Relations between children's peer play competence and other relevant competencies were investigated using two samples of urban Head Start children. Dimensions of peer play were examined concurrently with emotion regulation, autonomy, and language. Children exhibiting high levels of peer play interaction were found to demonstrate more competent emotional-regulation, initiation, self-determination, and receptive vocabulary skills. Assessments of positive engagement in play early in the year were associated with lower levels of aggressive, shy, and withdrawn adjustment problems at the end of the year. Children who successfully interacted with peers early in the year evidenced greater cognitive, social, and movement/coordination outcomes. Disruptive and disconnected peer play behaviors were associated with negative emotional and behavioral outcomes.

“…The teacher version of the Penn Interactive Peer Play Scale Fantuzzo, Mendez, & McDermott, 2000;Fantuzzo et al, 1998;Mendez, McDermott, & Fantuzzo, 2002 Fantuzzo et al, 2002). collected in the late spring of that school year.…”

Section: Outcome Measuresmentioning

confidence: 99%

An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children.

Bulotsky‐Shearer

Developmental Psychology

McDermott

2008

102

This study employed a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban, low-income children. Study I identified three reliable and unique underlying classroom situational dimensions where behavior problems occurred: Structured Learning, Peer Interaction, and Teacher Interaction situations. Boys and younger children evidenced more problematic behavior across all situations. Study II investigated the relationship between early problems in the situations and readiness outcomes. Early situational difficulties uniquely and differentially predicted lower peer social and classroom learning outcomes. In combination, both the type of behavior problem (what) and the situational problem (where) explained greater variance in the prediction of readiness outcomes, contributing to a more comprehensive understanding of developmental trajectories.