Assessing Learning Behaviors in Early Childhood Special Education Classrooms

ABSTRACT

Research Findings: This study reports on the dimensionality and validation of the Preschool Learning Behaviors Scale (PLBS) for use in a sample of preschool children in early childhood special education classrooms. The PLBS is a teacher-report instrument that characterizes children’s approaches to learning. The sample included 600 preschool-age students in 97 classrooms. Exploratory and confirmatory analyses uncovered 2 reliable and valid dimensions: Competence Motivation and Learning Strategy. Scale scores were produced using item response theory and Bayesian scoring methods. Competence Motivation and Learning Strategy scores were moderately related to children’s performance on language and literacy measures. Practice or Policy: The potential use of this tool in early childhood special education classrooms is explored.

Acknowledgments

We would like to thank the research team, staff, and families, without whom this research would not have been possible.

Additional information

Funding

The research reported here was supported by the National Center for Special Education Research, Institute for Education Sciences, through Grant No. R324A130066 awarded to The Ohio State University (Laura M. Justice, Shayne B. Piasta, and Ann A. O'Connell) and Lehigh University (Brook E. Sawyer). The opinions expressed are our own and do not represent views of the Institute or National Center for Special Education Research .