Getting a Good Start in School: Differential Effects of "INSIGHTS" on the Behaviors and Engagement of Children with Challenging Temperaments

Autor/inn/en	O'Connor, Erin E.; McCormick, Meghan P.; Cappella, Elise; McClowry, Sandee G.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Getting a Good Start in School: Differential Effects of "INSIGHTS" on the Behaviors and Engagement of Children with Challenging Temperaments
Quelle	(2014), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Young Children; Behavior Problems; Student Behavior; At Risk Students; Persistence; Negative Attitudes; Teacher Student Relationship; Social Development; Emotional Development; Urban Schools; Low Income Groups; Kindergarten; Grade 1; Student Characteristics; Intervention; Behavior Modification; Randomized Controlled Trials; Attention Deficit Disorders; Observation; Family Characteristics; Statistical Analysis; Markov Processes; Monte Carlo Methods; Pretests Posttests; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Frühe Kindheit; Student behaviour; Schülerverhalten; Ausdauer; Negative Fixierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Entwicklung; Gefühlsbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 01; 1. Schuljahr; Schuljahr 01; Behaviour modification; Verhaltensänderung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Beobachtung; Statistische Analyse; Markowscher Prozess; Monte-Carlo-Methode
Abstract	Not all children begin kindergarten ready to learn. Young children who exhibit dysregulated or disruptive behavior in the classroom have fewer opportunities to learn and consequently achieve lower levels of academic skills (Arnold et al., 2006; Raver, Garner, & Smith-Donald, 2007). A growing body of literature has examined how children's temperament is related to their academic skills and classroom behaviors. Students with high maintenance or challenging temperaments are low in task persistence, and high in negative reactivity and motor activity, and have higher levels of behavior problems and lower levels of academic engagement (McClowry et al, 2010). These negative associations may be pronounced among low-income, urban children (Herman, Trotter, Reinke, & Ialongo, 2011). Teachers are often frustrated with students who have high maintenance temperaments. The combination of low task persistence, high negative reactivity and high motor activity results in the need for more teacher attention and can compromise teacher/student relationships (Rudasill & Rimm-Kaufman, 2009). Enhancing student-teacher relationship quality among children with high maintenance temperaments may a critical conduit for the effects of social-emotional learning (SEL) interventions for temperamentally difficult students. In this study the authors examined the efficacy of a temperament-based SEL intervention, "INSIGHTS into Children's Temperament" ("INSIGHTS"), in supporting the behaviors and academic engagement of children in urban, low-income schools during kindergarten and first grade with a focus on students with high maintenance temperament. Four tables and three figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01