Technology for Multi-Tiered Interventions for Reading and Behavior in Early Childhood Education

Abstract

This chapter will describe how multiple tiers of increasingly intensive interventions function as early intervening services and how technology can aid in the implementation of multi-tiered interventions. Children who display consistent inappropriate behavior or academic performance, below their peers or benchmark while receiving primary supports, need a secondary intervention that is more focused and intense to reduce problem behavior and remediate the academic deficit and increase appropriate behavior and learning.

Construction and Validation of Self-Assessment Instrument for Students’ Mathematics Classroom Learning Behaviour

“…Classroom learning behaviour is manifested in students' actions and reactions to the subject matters taught in the classroom. Classroom learning behaviours in the selfassessment instrument is conceptualized as the person's activity or action that can be measured and observed (Bicard et al, 2012). Student behaviour inside the classroom is one of the major determinants for their learning outcomes (Ning & Downing, 2010).…”

“…Student classroom behaviour or classroom practice can play a crucial role in bridging the actual problem from school practice to their everyday life (Passarella, 2022) connected to learning and increase their academic performance (Tan et al, 2019). Student classroom learning behaviour are the manifestation of their social condition, cultural background, and prevailing classroom condition (Bicard et al, 2012;Ning & Downing, 2010). Classroom learning behaviour is directly related to the achievement of the students in different subjects (Tan et al, 2019).…”

“…The desired behaviours such as obedience, politeness, punctuality, attentiveness in class, listening to teachers, etc., help the teacher deliver effective classroom instruction (Mahvar et al, 2018) and contribute to the learner attain higher achievement in their subject of study (Ning & Downing, 2010). On the other hand, problem behaviours such as teasing, talking unnecessarily in class, coming late to class, being over-talkative, rebuttal to teachers' requests, absenteeism, etc., hamper the students and teachers in the classroom instruction and their performance (Bicard et al, 2012;Mahvar et al, 2018). Since learning behaviour is observable and measurable, it can be determined using a well-constructed tool (Bicard et al, 2012).…”

“…On the other hand, problem behaviours such as teasing, talking unnecessarily in class, coming late to class, being over-talkative, rebuttal to teachers' requests, absenteeism, etc., hamper the students and teachers in the classroom instruction and their performance (Bicard et al, 2012;Mahvar et al, 2018). Since learning behaviour is observable and measurable, it can be determined using a well-constructed tool (Bicard et al, 2012). Student classroom learning behaviours can be measured by using two types of tools: self-assessment tools and assessment tools rated by others.…”