Preparing young children for kindergarten is an important task. There are many
skills that need to be learned. Simple everyday school and daily living tasks are
kindergarten readiness skills that need to be taught. Many preschool students struggle to
learn these skills unless taught directly. There are a sufficient number of interventions
that have been used to teach various skills to students, but few have been identified as
evidenced-based practices for teaching skills to at-risk preschool students in the
classroom.
Literacy based behavioral interventions (LBBI) (Bucholz, Brady, Duffy, Scott, &
Kontosh, 2008) are a class of intervention that have been found to be effective to teach a
variety of skills. This type of intervention consists of a combination of sequenced visuals
and words to either teach a new skill and/or increase or decrease a behavior. Several
studies have shown that a storybook LBBI is an effective intervention for teaching new skills including daily living skills, but to date only one study has looked at the effects of a
storybook LBBI with preschool children who are at-risk (Hall, Brady, & Morris, 2017).
This study expanded the storybook LBBI literature by exploring the effect of
small group-delivered storybook LBBIs on preschool students who were at-risk and
struggling to learn basic kindergarten readiness skills. Using a multiple baseline design
across skills, this study examined the effectiveness of using LBBIs delivered in a small
group to teach kindergarten readiness skills and the children’s ability to maintain and
generalize these skills. Four preschool students were taught three skills including cutting
with scissors, using liquid glue, and matching. Data were collected on the steps correct
and independent on the task analysis for each skill. The results found an increase in skill
acquisition with students learning the new skills and maintaining those skills after the
removal of the LBBI. Students were also able to generalize these new skills to novel
materials. Implications for research and practice are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_40722 |
| Contributors | Hall Pistorio, Kalynn (author), Brady, Michael P. (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Exceptional Student Education |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 69 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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