Preschool Children with Behavioral Problems: Observation in Instructional and Free Play Contexts-Reference-Cited by-同舟云学术

Preschool Children with Behavioral Problems: Observation in Instructional and Free Play Contexts

Published:1994-05 Issue:3 Volume:19 Page:221-232
ISSN:0198-7429
Container-title:Behavioral Disorders
language:en
Short-container-title:Behavioral Disorders

Author:

Del'homme Melissa Ann¹,Sinclair Esther²,Kasari Connie³

Affiliation:

1. University of California at Los Angeles Mental Retardation Research Center, 760 Westwood Plaza, Los Angeles, CA 90024

2. Biobehavioral Sciences, University of California at Los Angeles Mental Retardation and Child Psychiatry Program, 760 Westwood Plaza, Los Angeles, CA 90024

3. University of California at Los Angeles Graduate School of Education, Los Angeles, CA 90024

Abstract

Task-related and social behaviors of teacher-identified preschool children at risk for behavior problems were examined in two school settings, a structured instructional context and an unstructured free play context. Participating as study subjects were 42 preschoolers from low-income, minority families attending local Head Start programs, 21 from a teacher-identified problem behavior group and 21 from a nonidentified comparison group. The problem behavior group was composed of approximately equal numbers of children at risk for externalizing and internalizing behavioral problems. Results demonstrated that on-task behavior was significantly higher in the instructional context in the free play context, and group differences in on-task, aggressive, and prosocial behavior depended on context.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/019874299401900301

Reference42 articles.

1. Validation of a classroom observation code for hyperactive children.

2. Prevalence of behavioral and emotional disturbance and specific problem types in a sample of disadvantaged preschool‐aged children

3. A Context for Hyperactivity in Children, over Time

4. Programming for Mainstream Kindergarten Success in Preschool: Teachers' Perceptions of Necessary Prerequisite Skills

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