[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594805-105":59,"doc-detail-594805-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","brief-report-measurement-of-young-childrens-engagement-and-problem-behavior-in-early-childhood-settings","Brief Report - Measurement of Young Children’s Engagement and Problem Behavior in Early Childhood Settings","","Given the importance of engagement and the impact of problem behavior on young children’s behavioral, social, and academic development, these two behaviors are frequently observed and measured in early childhood settings. This brief report examines findings from multiple direct observation methods measuring engagement and problem behaviors in five children across two activity types. Results show engagement and problem behavior vary by classroom activity type. Momentary time sampling and continuous recording produced comparable behavioral estimates, while partial-interval recording overestimated behavior.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/brief-report-measurement-of-young-childrens-engagement-and-problem-behavior-in-early-childhood-settings/594805/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/brief-report-measurement-of-young-childrens-engagement-and-problem-behavior-in-early-childhood-settings/594805.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the brief report?","Question",{"text":112,"@type":113},"To describe findings from examining multiple direct observation methods used to measure young children’s engagement and problem behaviors across two different activity types.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do activity types affect engagement and problem behavior?",{"text":117,"@type":113},"The study supports prior research that young children’s engagement and problem behavior differ depending on the type of classroom activity.",{"name":119,"@type":110,"acceptedAnswer":120},"Do different observation recording methods produce consistent results?",{"text":121,"@type":113},"Momentary time sampling produced measures comparable to those from continuous recording for both engagement and problem behavior, while partial-interval recording consistently overestimated occurrences compared with continuous recording.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594805,1792492549,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Brief Report: Measurement of Young Children’s Engagement and Problem Behavior in Early Childhood Settings  \nBehavioral Disorders 2018, Vol. 44(1) 53–62  \n© Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/0198742918779793](DOI: 10.1177/0198742918779793)[ ](DOI: 10.1177/0198742918779793)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nDebra A. Prykanowski, MA 1, Jose R. Martinez, PhD 1,2, Brian Reichow, PhD 1, Maureen A. Conroy, PhD 1, and Ke Huang, MA 1  \nAbstract  \nGiven the importance of engagement and impact of problem behavior on young children’s behavioral, social, and academic development, these two behaviors are often observed and measured in early childhood settings. The purpose of this brief report is to describe the findings from an examination of the use of multiple direct observation methods to measure engagement and problem behaviors of five children in early childhood settings across two different activity types. Findings from this study support previous research that young children’s engagement and problem behavior differ depending on the type of classroom activity. In addition, the data indicate that behavioral estimates for both engagement and problem behavior obtained using momentary time sampling produced measures of behaviors comparable with those obtained with continuous recording, whereas partial-interval recording consistently overestimated the occurrence of the behaviors compared with continuous recording. Implications of the findings and directions for future research are discussed.  \nKeywords  \nmeasurement, engagement, problem behavior, early childhood, time sampling, interval recording, behavioral observation  \nYoung children’s engagement in academic and social activities within early childhood settings contributes to academic achievement as well as appropriate social and emotional development (Hojnoski & Missall, 2010; Williford, Vick Whittaker, Vitiello,& Downer, 2013). Engagement, defined as the degree to which children are attentive and interactive in a consistent manner with academic or social activities (Fredricks, Blumenfeld, & Paris, 2004), is associated with critical developmental constructs (e.g., development of appropriate emotional regulation) that are vital for academic achievement and later life success (Hojnoski & Missall, 2010; Williford et al., 2013). Lack of engagement in early childhood is associated with poor academic performance and development of chronic problem behaviors (Hojnoski & Missall, 2010). Chronic problem behaviors in early childhood have been associated with the development of negative relationships with teachers and peers, which further increases the risk of young children developing behavioral, social, and academic challenges (Hughes & Kwok, 2006).  \nEngagement and Problem Behavior in Early Childhood Settings  \nEngagement in a variety of classroom activities within early childhood settings requires children to demonstrate different behaviors and offers diverse opportunities to practice and develop skills (Booren, Downer, & Vitiello, 2012;  \nRimm-Kaufman, La Paro, Downer, & Pianta, 2005) . Although the use of different classroom activities allows teachers to intentionally structure young children’s time in the learning environment, it is important to identify how specific situational demands in different activities might be related to young children’s engagement (Booren et al., 2012). To that extent, teacher-directed (TD) activities might require more passive engagement (e.g., listening to the teacher) from children whereas child-initiated (CI) activities might require more active and independent engagement in various activities (e.g., engaging with a preferred activity as opposed to listening to teacher instructions) . RimmKaufman et al. (2005) found that whereas children were more likely to be engaged during TD activ","cbCailDnoJlYSXpb","https://ap.wps.com/l/cbCailDnoJlYSXpb","pdf",336053,"English","# Abstract\n## Engagement and Problem Behavior in Early Childhood Settings\n## Use of Direct Behavioral Observation to Measure Child Behaviors","[{\"question\":\"What is the purpose of the brief report?\",\"answer\":\"To describe findings from examining multiple direct observation methods used to measure young children’s engagement and problem behaviors across two different activity types.\"},{\"question\":\"How do activity types affect engagement and problem behavior?\",\"answer\":\"The study supports prior research that young children’s engagement and problem behavior differ depending on the type of classroom activity.\"},{\"question\":\"Do different observation recording methods produce consistent results?\",\"answer\":\"Momentary time sampling produced measures comparable to those from continuous recording for both engagement and problem behavior, while partial-interval recording consistently overestimated occurrences compared with continuous recording.\"}]","Brief Report - Measurement of Young Children’s Engagement and Problem Behavior in Early Childhood Settings | PDF",1792079885,25]