TY - JOUR
T1 - Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills
AU - Bulotsky Shearer, Rebecca J.
AU - Bichay-Awadalla, Krystal
AU - Bailey, Jhonelle
AU - Futterer, Jenna
AU - Qi, Cathy Huaqing
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research project was funded by a Provost’s Research Award from the University of Miami (2009–2010) and a Society for the Study of School Psychology Research Early Career Award (2009–2011) to the first author.
Funding Information:
A very special thank you to the Miami-Dade County Human Services Action Agency Department HeadStart/Early Head Start Program, for their collaboration in this project. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research project was funded by a Provost?s Research Award from the University of Miami (2009?2010) and a Society for the Study of School Psychology Research Early Career Award (2009?2011) to the first author.
Publisher Copyright:
© Hammill Institute on Disabilities 2020.
PY - 2020/11/1
Y1 - 2020/11/1
N2 - Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.
AB - Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.
KW - Head Start children
KW - challenging behaviors
KW - teacher–child interaction quality
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U2 - 10.1177/0271121420947155
DO - 10.1177/0271121420947155
M3 - Article
AN - SCOPUS:85089885448
VL - 40
SP - 159
EP - 171
JO - Topics in Early Childhood Special Education
JF - Topics in Early Childhood Special Education
SN - 0271-1214
IS - 3
ER -