Using an Individualized Observational Measure to Understand Children’s Interactions in Underserved Kindergarten Classrooms

This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children’s observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children ( N = 117; mean age = 5.53 years) in 11 classrooms in four schools from a low-income community. We had three aims: (a)...