Abstract

Many differences exist between preschool and kindergarten classrooms, including the type and time spent on fine motor activities. Children at risk for developmental delays and learning challenges as they transition to kindergarten often require direct support during preschool to learn new skills needed for kindergarten. This study expanded the storybook literacy based behavioral intervention (LBBI) research by exploring the effect of small group-delivered, electronic LBBIs on preschool students considered at-risk by their teachers. Using a multiple probe design across skills, we delivered LBBIs in a small group to teach common fine motor classroom skills (cutting with scissors, using liquid glue, and matching using one-to-one correspondence). Children acquired and maintained the new skills, then generalized the motor skills to novel materials.

摘要

学前班和幼儿园教室之间存在许多差异，包括精细运动活动的类型和时间。在过渡到幼儿园时，面临发育迟缓和学习挑战风险的儿童通常需要在学龄前获得直接支持，以学习幼儿园所需的新技能。本研究通过探索小组提供的电子 LBBI 对老师认为有风险的学龄前学生的影响，扩展了基于故事书读写能力的行为干预 (LBBI) 研究。使用跨技能的多探头设计，我们在一个小组中提供 LBBI，以教授常见的精细运动课堂技能（用剪刀剪、使用液体胶水和使用一对一对应的匹配）。儿童获得并保持新技能，然后将运动技能推广到新材料。