Abstract/Notes: The purpose of the present study was to investigate the effectiveness of Montessori method education on the visual-motor abilities of students with nonverbal learning disorders. For the purpose of this study, 4 first grade male students with nonverbal learning disabilities who were studying at Nabi Akram primary school in Bonab, during the academic year of 2019-2020, were selected based on the bender visual - motor gestalt test. In this research, which is a single-subject design with multi-baselines (ABA), each participant was first carefully observed according to the criteria of nonverbal learning disability and their visual-motor cognitive abilities accurately measured and recorded. Then, during the intervention phase, each participant received the Montessori method education during the 10 sessions for 45 minutes separately. The performance of the participants is also observed in the follow-up sessions. Finally, the data was analyzed by analyzing the visual diagrams, percentage of all non-overlapping data (PAND), calculating the effect size index and recovery percentage. The results of the research showed that the Montessori method education increased the visual-motor abilities of all four participants. As a result, Montessori education can be used as part of empowerment programs for students with nonverbal learning disabilities.

Language: English, Persian

ISSN: 2383-353X

Language: English

ISSN: 0277-9064

Abstract/Notes: The purpose of the study was to investigate and compare teachers’ and parents’ beliefs about children’s self-care behaviors considering child (age, gender, having sibling), parent (socioeconomic status) and teacher-related (teaching experience) characteristics and to investigate and compare the beliefs about the self-care implementations. Explanatory mixed-methods design was used. The data was gathered from 208 early-childhood educators in nine central districts of Ankara and 531 parents whose children were educated in these teachers' classrooms. Quantitative data were collected with the “The Beliefs on Young Children’s Self Care Behaviors Survey” and “demographic information form”. Then, semi-structured interviews were done with 10 preschool teachers and 11 parents on a voluntary basis. According to results of the study, teachers believed the development of self-care behaviors as children grow, despite no dramatic changes in their observations according to age. The parents also had similar beliefs, and their observations about the certain behaviors changed. Considering children’s gender, the participants believed girls having better self-care skills, despite no dramatic differences in their observations. Considering the “having sibling”, parents’ observations differed in certain behaviors unlike teachers’ observations. Participants believed positive impact of having sibling on self-care. Moreover, as considering SES, teachers’ observations did not change according to SES unlike parents’ observations. Participants had different beliefs about the effect of SES on self-care. Besides, according to teaching experience, the observation of “self-protection from accidents” behaviors increased systematically. Additionally, some problems were encountered in self-care implementations. The participants’ belief about the factors negatively effecting the implementations were similar.

Language: English

Published: Ankara, Turkey, 2022

Abstract/Notes: The number of preschoolers expelled and suspended from school is the highest among all student groups. In the long run, preschool expulsions and suspensions can have statistically detrimental effects on a child's life trajectory. In addition, students who are expelled or suspended have a higher dropout rate than other students. Researchers suggested that professional development of evidence-based strategies for preschool teachers could effectively address this issue, as challenging behavior is the leading cause of suspension and expulsion for students. However, traditional methods of professional development have not proven to be effective. According to researchers, consistent coaching has been suggested as an effective way to develop professional competence. In this of this study, the effect of virtual coaching on Head Start teachers use of behavior-specific praise is examined. Head Start programs need cost-effective ways for their teachers to learn evidence-based strategies. Providing virtual coaching could alleviate these costs.

Language: English

Published: Auburn, Alabama, 2022

Language: English

ISSN: 0277-9064

Abstract/Notes: A primary intervention program for preschoolers is designed with the objective of preventing the emergence of violent behaviors. By developing attachment to a play therapist and participating in a Montessori preschool program, the child at risk is helped to shape adaptive behaviors. The child born to low socio-economic and harsh family conditions is in peril of becoming aggressive, and in danger of developing pathological behaviors or behavior disorders. By designing a program that targets the ages when the child begins to make social contacts outside the home the possibility of influencing normal social skill is enhanced. This intensive program will take place for ages 3–6, during three consecutive scholastic calendar years in addition to fostering development of self-control and other positive social behaviors, the child is expected to be cognitively ready for formal school learning at the end of the intervention program.

Language: English

Published: Miami, Florida, 1999

Language: English

ISSN: 0277-9064

Abstract/Notes: The purpose of this research project was to study how Physical Activity (PA) can impact behaviors in a classroom setting. This study implemented PAs from the MNRI program to determine its impact on students’ on- and off-task behaviors. The study took place in a public Montessori school located in a medium-sized upper Midwestern city. There was a total of 16 children in the classroom and the grade levels included both first and second grade students, ranging from ages six to eight years old. Over the span of the six-week study (only Mondays, Tuesdays, Thursdays, and Fridays were days of observations due to COVID-19), students’ on- and off-task behaviors were observed. A combination of both quantitative and qualitative data was collected, and the results of the study showed that MNRI PA does aid in student behavior in a lower elementary Montessori classroom. The effects on the activities showed that there was an increase in on-task behaviors and a decrease in off-task behaviors post-intervention beginning the second week of intervention. This study also includes extensive descriptions of the MNRI archetypes and illustrations of the infant reflexes made available by permission from Dr. Masgutova.

Language: English

Published: River Falls, Wisconsin, 2021

Language: English

Language: English