The Scale for Teachers’ Assessment of Routines Engagement (STARE) documents teachers’ perspectives of a child’s engagement in classroom activities. Suitable for both typically developing children and children with disabilities, STARE focuses on how much time the child was engaged with adults, peers, and materials (toys, art supplies, environment in general). In addition, STARE explores how complex the engagement was. STARE is completed after a specific classroom activity and takes about 20 seconds. The STARE can be completed as frequently as necessary.
Access and Use
Morales-Murillo, C. P., García-Grau, P., Grau-Sevilla, M. D., & Soucase-Lozano, B. (2020). Impact of Child Characteristics and Mother's Educational Level on Child Engagement Levels. Infants & Young Children, 33(1), 71-83. https://doi.org/10.1097/IYC.0000000000000154
Wrona, S., & Wrona, K. (2021). Engagement of Children with Special Educational Needs in Accordance with the Routines-Based Model. International Journal of Special Education, 36(1). https://doi.org/10.52291/ijse.2021.36.3
Casey, A. M., & McWilliam, R. A. (2007). The STARE: The scale for teachers' assessment of routines engagement. Young Exceptional Children, 11(1), 2-15. https://doi.org/10.1177/109625060701100101
McWilliam, R. A. (2000). Scale for Teachers’Assessment of Routines Engagement (STARE). Chapel Hill: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill.