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ERIC Number: EJ1166779
Record Type: Journal
Publication Date: 2018-Feb
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0271-1214
An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention
Greenwood, Charles R.; Beecher, Constance; Atwater, Jane; Petersen, Sarah; Schiefelbusch, Jean; Irvin, Dwight
Topics in Early Childhood Special Education, v37 n4 p219-233 Feb 2018
A gap exists in the information needed to make intervention decisions with preschool children who are unresponsive to instructional intervention. "Multi-Tiered System of Supports/Response to Intervention" (MTSS/RTI) progress monitoring is helpful in indicating when an intervention change is needed but provides little information on what to change. Ecobehavioral observation data may provide this support through information on a child's academic and other behaviors, given the opportunity to learn. We sought to investigate this hypothesis and develop benchmarks for decision making. Teachers (N = 39) and two representative age-cohorts of preschool children (N = 117, 51% boys) were observed using an ecobehavioral, momentary time sample observation system (the "Code for Interactive Recording of Children's Learning Environments" [CIRCLE]). Results provided insights into the content and amount of academic instruction children received, the responsiveness of children to instruction, and how context/teacher and child behaviors relationships were moderated by children's level of "Get Ready to Read" (GRTR) literacy and Individualized Education Plan (IEP) status risk. Implications are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS); National Center for Special Education Research (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: H327A110052; R324A170048