Improving the Quality of Parent-Teacher Interactions in an Early Childhood Classroom

This is a preview of subscription content, access via your institution.

Fig.1

References

  1. Austin, J. (2000). Performance analysis and performance diagnostics. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis (pp. 321–349). Reno, NV: Context Press.

    Google Scholar 

  2. Carr, J. E., Wilder, D. A., Majdalany, L., Mathisen, D., & Strain, L. A. (2013). An assessment-based solution to a human-service employee performance problem. An initial evaluation of the Performance Diagnostic Checklist-Human Services. Behavior Analysis in Practice, 6, 16–32.

    Google Scholar 

  3. Endsley, R. C., & Minish, P. A. (1991). Parent-staff communication in day care centers during morning and afternoon transitions. Early Childhood Research Quarterly, 6, 119–135.

    Article  Google Scholar 

  4. Fiese, B., Eckert, T., & Spagnola, M. (2006). Family context in early childhood: a look at practices and beliefs that promote learning. In B. Spodek & O. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 393–409). Mahwah, NJ: Erlbaum.

    Google Scholar 

  5. Ingvarsson, E. T., & Hanley, G. P. (2006). An evaluation of computer-based programmed instruction for promoting teachers’ greetings of parents by name. Journal of Applied Behavior Analysis, 39, 203–214. doi:10.1901/jaba.2006.18-05.

    PubMed  Article  PubMed Central  Google Scholar 

  6. Martens, B. K., Witt, J. C., Elliot, S. N., & Darveaux, D. X. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research & Practice, 16, 191–198.

    Article  Google Scholar 

  7. Perlman, M., & Fletcher, B. A. (2012). Hellos and how are yous: predictors and correlates of communication between staff and families during morning drop-off in child care centers. Early Education and Development, 23, 539–557. doi:10.1080/10409289.2010.548766.

    Article  Google Scholar 

  8. Winkelstein, E. (1981). Day care/family interaction and parental satisfaction. Child Care Quarterly, 10, 334–340.

    Article  Google Scholar 

Download references

Author information

Affiliations

Authors

Corresponding author

Correspondence to Florence D. DiGennaro Reed.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Berc, H., Doucette, J.L., DiGennaro Reed, F.D. et al. Improving the Quality of Parent-Teacher Interactions in an Early Childhood Classroom. Behav Analysis Practice 7, 47–50 (2014). https://doi.org/10.1007/s40617-014-0012-5

Download citation

Keywords

  • Task Analysis
  • Early Childhood Setting
  • Early Childhood Classroom
  • Morning Shift
  • Child Development Center