Introducing the SEAPOP: A Tool for Assessing Student Behavior during Traditional and Drama-Based Storytimes
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| Title: | Introducing the SEAPOP: A Tool for Assessing Student Behavior during Traditional and Drama-Based Storytimes |
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| Language: | English |
| Authors: | Theresa Moen, Sepide Pazhouhi, Katie Bernstein, Lauren van Huisstede, Erin Rotheram-Fuller, Jenny Millinger, Kathryn Brantley, Jennifer Gantwerker, Kim Manning, Scott C. Marley, Isabel Ciuca-Farcasanu, Tania Zavala |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Preschool Children, Students with Disabilities, Classroom Observation Techniques, Behavior Rating Scales, Student Behavior, Learner Engagement, Attention, Reading Aloud to Others, Dramatic Play, Evaluation Methods, Nonverbal Communication, Material Development, Interrater Reliability |
| DOI: | 10.3102/2191673 |
| Abstract: | This presentation introduces the Storytime Engagement And Participation Observation Protocol, or SEAPOP. The SEAPOP is unique in that it is: a) suitable for both traditional and drama-based storytimes, b) appropriate for children with and without disabilities, and c) incorporates teachers' perspectives. The SEAPOP was developed and tested in inclusive preschool classrooms to capture both active participation (e.g., responding verbally) and passive engagement (e.g., looking/orienting), as well as both verbal and non-verbal participation (e.g., gesturing). The SEAPOP thus recognizes the unique participation and engagement behaviors in children with disabilities that may otherwise be overlooked. We discuss the SEAPOP's background, development, coding process, and initial interrater agreement, as well as ways that student behaviors point to types of engagement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678503 |
| Database: | ERIC |
| Abstract: | This presentation introduces the Storytime Engagement And Participation Observation Protocol, or SEAPOP. The SEAPOP is unique in that it is: a) suitable for both traditional and drama-based storytimes, b) appropriate for children with and without disabilities, and c) incorporates teachers' perspectives. The SEAPOP was developed and tested in inclusive preschool classrooms to capture both active participation (e.g., responding verbally) and passive engagement (e.g., looking/orienting), as well as both verbal and non-verbal participation (e.g., gesturing). The SEAPOP thus recognizes the unique participation and engagement behaviors in children with disabilities that may otherwise be overlooked. We discuss the SEAPOP's background, development, coding process, and initial interrater agreement, as well as ways that student behaviors point to types of engagement. |
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| DOI: | 10.3102/2191673 |
