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The impact of kinder training on ear...

Chen, Szu-Yu.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of kinder training on early elementary school children's on-task behavior: A single case design./
作者:	Chen, Szu-Yu.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	163 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.
Contained By:	Dissertation Abstracts International77-08B(E).
標題:	Mental health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10032230
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. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 163 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: B.

Thesis (Ph.D.)--University of North Texas, 2015.

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.

ISBN: 9781339534060Subjects--Topical Terms:

534751
Mental health.

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