Increasing Academic Responding of Handicapped Preschool Children During Group Instruction

Sainato, Diane M.; Strain, Phillip S.; Lyon, Steven R.

doi:10.1177/105381518701200104

Cited by 32 publications

(24 citation statements)

References 6 publications

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“…The purpose of using OTR is to increase the number of active child responses, which in turn increases correct responses and engagement (Heward, 1994). Research literature indicates a positive relationship between increased rates of OTR and on-task behavior, correct responses, and fewer disruptive behaviors of students (Carnine, 1976;Sainato, Strain, & Lyon, 1987;. Additionally, research suggests that the disruptive behavior of students with EBD covaries with both correct responses and active responding (Sutherland & Snyder, 2007a, 2007b.…”

Section: Model Componentsmentioning

confidence: 89%

Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom‐based approach

Conroy

Sutherland

Haydon

et al. 2008

Psychology in the Schools

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The number of young children who demonstrate chronic problem behaviors placing them at high risk for the future development of emotional and behavioral disorders is increasing. These children's problem behaviors often exist prior to entering school and become apparent as they interact with their parents at home. In fact, researchers have suggested that children who demonstrate chronic problem behaviors and their parents often end up developing well-established negative interaction patterns that can evolve into coercive relationships and persist upon entry into school. This article describes an ecological classroom-based approach, which emphasizes changing teacher-student interaction patterns as a means for preventing and possibly ameliorating coercive interaction patterns demonstrated by young children and their teachers. First, a brief overview of current service delivery models and intervention programs addressing young children's behavioral excesses is presented. Next, a description of the ecological classroom-based intervention model for addressing the behavioral needs of these children is described. This section includes the theoretical frameworks on which the model is based and an overview of model components. Additionally, the application of the model to a school-wide systems approach is explored. Finally, future research directions are discussed.. C 2008 Wiley Periodicals, Inc.

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Section: Model Componentsmentioning

confidence: 89%

Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom‐based approach

Conroy

Sutherland

Haydon

et al. 2008

Psychology in the Schools

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“…Providing students frequent opportunities to respond is important because researchers suggest that increased student responding is linked to on-task behavior and engagement during instruction (Carnine, 1976;Sainato et al, 1987;Sutherland et al, 2003). When students are engaged and actively responding to questions, teachers can focus on academic content rather than being concerned with inappropriate student behaviors.…”

mentioning

confidence: 98%

“…Sainato et al (1987) compared choral responding with a baseline individual responding condition with three preschool children identified as having significant behavioral and developmental delays during morning circle time. Sainato and colleagues compared the use of two rates (three/min; five/min) of choral responding with a baseline individual responding condition and results indicated that on-task behavior and correct responding improved during the higher rate of choral responding.…”

mentioning

confidence: 99%

“…A learning trial consists of a three-term, stimulusresponse-consequent contingency sequence (Skinner, responding occurs when all students are asked to respond following the presentation of an instructional stimulus (Heward, 1994). The purpose of using choral responding is to increase the number of active student responses and, as a result, increase the number of correct responses and the amount of time students are engaged during instruction while allowing the teacher to monitor each student's understanding of each question (Carnine, 1976;McKenzie & Henry, 1979;Miller et al, 1995;Sainato, Strain, & Lyon, 1987;Sutherland, Alder, & Gunter, 2003).…”

mentioning

confidence: 99%

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A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors

Haydon

Conroy

Scott

et al. 2009

Journal of Emotional and Behavioral Disorders

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An alternating treatments design was used to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems. During the mixed responding condition, five out of six students demonstrated a lower rate of disruptive behavior, and four out of six students had fewer intervals of off-task behavior. Results of the three types of opportunities to respond on participants' active student responding were less clear. A discussion of limitations, implications, and future research directions is included.

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“…Sainato, Strain, and Lyon (1987) increased academic responding of preschool children with disabilities during group instruction. Similarly, Rule and her colleagues (1990) were able to teach school survival skills to children within the preschool environment.…”

mentioning

confidence: 93%

Template Matching as a Strategy for Assessment of and Intervention for Preschool Students with Disabilities

Ager

Shapiro

1995

Topics in Early Childhood Special Education

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A template-matching strategy was used to develop an intervention for facilitating the transition between preschool and kindergarten for preschoolers with disabilities. Three classes of preschool students who would be entering kindergarten the following year participated: an Intervention group, an Assessment Only group, and a Control group. The study was conducted in two phases: In Phase 1, templates were developed to evaluate the differences between instructional environments in the sending preschool classes and the receiving kindergarten classes. The design of these templates was based on direct observations of the preschool and kindergarten classes using the EcoBehavioral System for Complex Assessments of Preschool Environments (ESCAPE) and the Assessment Code/Checklist for Evaluating Survival Skills (ACCESS). Ecobehavioral variables were then graphed for each class. In Phase 2, an intervention focusing on some of the major differences found between the environments was designed in collaboration with the preschool staff and implemented for 8 weeks. This intervention was effective in more closely aligning the preschool environments, and teacher and child behaviors, with those reflected in the kindergarten data. At follow-up, preschool students involved in the intervention who were now in kindergarten exhibited fewer competing behaviors and were the recipients of fewer individual prompts during independent work tasks.The general goal of almost all preschool programs for students who have disabilities or are at risk for school failure is to prepare these students for the expectations of general education environ-

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Increasing Academic Responding of Handicapped Preschool Children During Group Instruction

Cited by 32 publications

References 6 publications

Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom‐based approach

Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom‐based approach

A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors

Template Matching as a Strategy for Assessment of and Intervention for Preschool Students with Disabilities

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