Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions |
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Authors: | Delilah Krasch Deborah Russell Carter |
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Institution: | (1) University of Nevada, Las Vegas, 4505 S. Maryland Parkway, Box 453014, Las Vegas, NV 89154-3014, USA;(2) Boise State University, 1910 University DR, MS 1725, Boise, ID 83725-1725, USA |
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Abstract: | Monitoring and evaluating classroom behavior in early childhood for the purpose of improving teaching and learning is critical.
There is a clear link between social behavior and academic learning. Classrooms where students are following expectations,
engaging academically, and transitioning effectively between activities are classrooms where students spend more time accessing
instruction. In order to make efficient and effective decisions for class-wide supports, data should be collected on the class
as a whole. With accurate data, interventions can be implemented for the whole group that will increase instructional time.
In this paper we propose quick and efficient data collection methods for three key behaviors: following expectations, engaging
academically, and transitioning amongst activities. With minimal disruption and effort, teachers can collect data that will
enable them to support appropriate behaviors, ensure that students understand behavioral expectations, maintain an organized
environment, improve positive interactions, and decrease the number of students needing intensive, individualized supports. |
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Keywords: | Positive behavior supports Tier 1 supports Time sampling Data collection methods Data-based decision making Event recording Observation Prevention Systematic intervention Primary intervention Group observation Informed decision making Classroom behavior Behavior management Classroom management |
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