Title

Recommended Practice in Whole-Group Instruction: Increasing Child Attention

Authors

Cynthia F. DiCarlo, Louisiana State University at Baton Rouge
Jennifer J. Baumgartner, Louisiana State University at Baton Rouge
Carrie Ota, Weber State University
Aaron R. Deris, Minnesota State University, MankatoFollow
Maureen H. Brooksher, West Baton Rouge Parish Schools, Brusly, LA

Document Type

Article

Publication Date

2021

Abstract

Whole group instruction is a part of most early childhood programs. Previous research has identified recommended instructional practices that have been demonstrated to increase attention during whole group instruction. A multiple baseline across teachers was used to measure both teachers’ use of recommended practices and child attention. Results indicated that when teachers increased their use of the recommended practices in whole group instruction, children’s attention increased, and duration of whole group instruction decreased. Results suggest that teacher behaviors can have an effect on child attention.

Department

Special Education

Print ISSN

0731-7107

Publication Title

Child and Family Behavior Therapy

Recommended Citation

DiCarlo, C. F., Baumgartner, J. J., Ota. C., Deris, A. R., & Brooksher, M. (2021). Recommended practice in whole-group instruction: Increasing child attention. Child and Family Behavior Therapy, 43(1), 13-26. https://doi.org/10.1080/00168890.2020.1848407

DOI

10.1080/00168890.2020.1848407

Link to Publisher Version (DOI)

https://doi.org/10.1080/00168890.2020.1848407

Publisher's Copyright and Source

Copyright © 2020 Taylor & Francis Group, LLC

Article published in Child & Family Behavior Therapy, volume 43, issue 1, 2021, pages 13-26. https://doi.org/10.1080/00168890.2020.1848407