3-176 - Classrooms as Complex Ecologies: Relations between Teacher Behavior and Children’s Language, Behavior and Literacy

Session Type: Paper Symposium

Integrative Statement

Children from low-income families are at increased risk for developing language difficulties, problem behavior, and poor literacy skills. Research suggests that classroom quality may be associated with both children’s behavior problems and language and literacy learning. This symposium includes three papers examining the effects of classroom quality features (i.e., literacy instruction, positive behavior support, emotional support) on preschool children's language, literacy and behavioral developments. The first paper presents findings from an observational study showing a significant relationship between teachers’ use of positive behavior support (PBS) and the quantity and quality of teacher-child language supportive interactions in the classroom. This study also found that teachers who participated in Pyramid Model training (a PBS intervention) increased their use of quality language supporting strategies. The second paper describes the outcomes of the Literacy 3D Tier 1 intervention. Findings showed that teachers who participated in intervention implemented more literacy teaching strategies than teachers in control groups and children's early literacy skills and engagement increased as a result of teacher training. The final paper presents results indicating emotional support moderates the relationship between language skills and behavior problems such that the relationship between low language and high problem behavior existed only in classrooms in which teachers provided lower levels of emotional support. Together these findings suggest that children's language and behavior can be improved by Tier 1 literacy intervention, implementing positive behavior support strategies and the teachers’ provision of emotional support.

Sub Unit

• Education, Schooling

Chair

• Ann Kaiser, Vanderbilt University

Discussant

• Judith Carta, University of Kansas

Individual Presentations

• The Influence of Classroom Management and Positive Behavior Support On Language Learning Opportunities In Preschool - Presenting Author: Jennifer Elizabeth Cunningham, Vanderbilt University; Non-Presenting Author: Ann Kaiser, Vanderbilt University

• Effects of Literacy 3D: A Tier 1 Intervention to Increase Literacy Opportunities for Preschoolers - Presenting Author: Alana Griffin Schnitz, University of Kansas; Non-Presenting Author: Charles Greenwood, University of Kansas

• Classroom Emotional Support Moderates the Relationship Between Language Skills And Behavior Problems In Preschool Children - Presenting Author: Cathy Huaqing Qi, University of New Mexico; Non-Presenting Author: Almut Zieher, University of New Mexico; Non-Presenting Author: Lee van Horn, University of New Mexico; Non-Presenting Author: Rebecca Bulotsky-Shearer, University of Miami; Non-Presenting Author: Judith Carta, University of Kansas