Outcomes of a School-Based Program for Young Children with Disruptive Behaviors

Many interventions feature a singular component approach to targeting children’s motor competency and proficiency. Yet, little is known about the use of integrative interventions to meet the complex developmental needs of children aged 3–6 years. The purpose of this study was to examine the effects of an integrative universally designed intervention on children with and without disabilities’ motor competency and proficiency. We selected children (N = 111; disability = 24; no disability = 87) to participate in either a school-based integrative motor intervention (n = 53) or a control condition (n = 58). Children in the integrative motor intervention both with and without disabilities showed significant improvement in motor competency and proficiency (p < .001) as compared with peers with and without disabilities in a control condition. Early childhood center directors (e.g., preschool and kindergarten) should consider implementing integrative universally designed interventions targeting multiple aspects of motor development to remediate delays in children with and without disabilities.

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An Initial Investigation into the Parameters of Overcorrection

Psychological Reports ◽

10.2466/pr0.1976.39.3f.1139 ◽

1976 ◽

Vol 39 (3_suppl) ◽

pp. 1139-1142 ◽

Cited By ~ 19

Author(s):

Thomas H. Ollendick ◽

Johnny L. Matson

Keyword(s):

Young Children ◽

Relative Effectiveness ◽

Disruptive Behaviors ◽

Initial Investigation

The aggressive-disruptive behaviors of hitting and crying were eliminated in two young children by an overcorrection procedure. The components of the procedure were examined for their relative effectiveness and the amount or intensity of the overcorrection training was explored.

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Evaluation of Pedestrian Safety Education Programs for Young Children: A Review of Methodologies

Asia Pacific Journal of Public Health ◽

10.1177/101053959500800108 ◽

1995 ◽

Vol 8 (1) ◽

pp. 42-47 ◽

Cited By ~ 1

Author(s):

Chris Gillam ◽

Mark Stevenson

Keyword(s):

Young Children ◽

Selection Bias ◽

Pedestrian Safety ◽

Future Research ◽

Safety Education ◽

Education Programs ◽

School Based ◽

Relevant Variables ◽

Methodological Difficulties

A review of the research methodologies used to evaluate the effectiveness of pedestrian education programs for children is presented in this paper. Since pedestrian injuries are one of the leading causes of morbidity and mortality among young children it is necessary to identify and evaluate interventions which will reduce the incidence and severity of these injuries. There are, however, many methodological difficulties to be overcome by researchers attempting to establish the merit of such programs. For example, selection bias in school-based programs, lack of strict criteria for follow-up of all subjects, and an inability to control for confounding because relevant variables are not rigorously monitored are just some of the methodological limitations. This paper identifies a number of limitations and aspects of evaluation which are of ten omitted and suggests ways in which these problems may be addressed in future research.

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