scholarly journals The Level of Early Childhood Teachers’ Knowledge Regarding the Practices of Early Intervention for Children at Risk of Learning Disabilities

2022 ◽  
Vol 12 (1) ◽  
pp. 246
Author(s):  
Aseel Alshalfan ◽  
Yousef Busaad
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Early Childhood ◽  
Early Intervention ◽  
Early Childhood Teachers ◽  
Three Dimensions ◽  
Children At Risk ◽  
Academic Qualification ◽  
Level Of Knowledge ◽  
High Level

This study aimed to reveal the level of knowledge of early childhood teachers regarding the early intervention strategies for children at risk of learning disabilities. A questionnaire was designed comprising (22) items distributed in (3) dimensions, namely the practices related to pre-academic skills, basic operations and psychological concepts. This was applied to a random sample of (340) female early childhood teachers. The results indicated a high level of knowledge of early intervention practices in all three dimensions among teachers, and also statistically significant variations in the level of knowledge of early intervention practices attributed to the educational stage which is in favor of the pre-primary stage. The results also showed no statistically significant differences attributable to academic qualification, academic specialization and years of experience. Based on the outcome, the researchers recommended developing training programs to enable early childhood teachers to implement their expertise and utilize it as early intervention methods.   Received: 13 October 2021 / Accepted: 15 November 2021 / Published: 3 January 2022

Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood

2011 ◽  
Author(s):  
Cathryn Lehman ◽  
Jennifer L. Salaway ◽  
Stephen J. Bagnato ◽  
Robert M. Grom ◽  
Barbara Willard
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Early Intervention ◽  
Young Children ◽  
Children At Risk ◽  
Risk Recognition ◽  
Recognition And Response

Early Childhood Teachers' use of Specific Praise Statements with Young Children at Risk for Behavioral Disorders

2009 ◽  
Vol 34 (3) ◽  
pp. 118-135 ◽  
Author(s):  
Elizabeth Kirby Fullerton ◽  
Maureen A. Conroy ◽  
Vivian I. Correa
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Early Childhood Teachers ◽  
Multiple Baseline ◽  
Children At Risk ◽  
Potential Influence ◽  
Before And After ◽  
Specific Praise

This study investigated the effectiveness of a training designed to increase early childhood teachers' use of specific praise statements to address problem behaviors demonstrated by children at risk for emotional/behavioral disorders. A multiple-baseline across-participants design was employed to examine the teachers' use of specific praise statements before and after the training and the potential influence these statements had on the target children's compliance and engagement. In addition, generalization probes were conducted to investigate the teachers' use of specific praise statements and the children's behavioral responses in an untrained setting. The results indicate that teachers' use of specific praise statements increased following the training. In addition, all 4 children demonstrated positive changes with an increase in their appropriate behaviors and decreases in problem behaviors.

Effects of early intervention in children at risk: Short-term and long-term findings from an attachment-based intervention program

2015 ◽  
Vol 3 (3) ◽  
pp. 98-102 ◽  
Author(s):  
Annabel Zwönitzer ◽  
Ute Ziegenhain ◽  
Ina Bovenschen ◽  
Kristina Bressem ◽  
Melanie Pillhofer ◽  
...  
Keyword(s):  
At Risk ◽  
Early Intervention ◽  
Intervention Program ◽  
Children At Risk ◽  
Short Term

scholarly journals Private Preschool Teachers’ Competencies in Early Identification of Children at Risk of Learning Disabilities

2019 ◽  
Vol 1 (3) ◽  
pp. 18-25
Author(s):  
Norzah Md Yunus ◽  
Suziyani Mohamed
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Preschool Teachers ◽  
Influential Factor ◽  
Children At Risk ◽  
Early Screening ◽  
Significant Difference ◽  
Common Learning ◽  
The Relationship ◽  
Private Preschool

Not only education is important in developing one’s intellectual and personal quality, but also an influential factor in seeking employment. Therefore, education is even more important for disabled individuals, as it enables them to read and write, communicate, make decisions and most importantly be employed.  However, Dr. Mullai Ramaiah stated that the current Malaysian education system does not only lack in early screening, but also teachers who are equipped to teach and handle children with special needs (Arukesamy, 2017). Therefore, this current study intends to investigate the competency of preschool teachers in identifying children who are at risk of any learning disabilities (LD). This was done by administering a questionnaire survey to examine teachers’ knowledge of some common learning disabilities that usually affects preschool children. In this research, the relationship between teachers’ competency and teacher’s education level has been investigated. Findings from the data analysis indicated that the level of teacher’s competency in identifying children at risk is relatively low. It was revealed, a majority of general preschool teachers do not have any knowledge or acquired minimal knowledge in identifying children who are at risk of an LD.  Findings also show that there was a significant difference in competencies between teachers of different levels of education. Finally, it was found teachers’ experience does not contribute to their knowledge in identifying children at risk of LD.

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