Research Informing Practice in Early Childhood Intervention

IF 1.1 4区 医学 Q3 EDUCATION, SPECIAL Infants & Young Children Pub Date : 2020-07-01 DOI:10.1097/IYC.0000000000000168
Coral Kemp
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引用次数: 5

Abstract

The adoption of interventions for infants and young children with disabilities/delays or at risk of disability/delay is likely to be influenced by sources other than research evidence. Where the available research evidence does influence the choice of intervention, there may be difficulties translating research that has been implemented in a controlled environment to an intervention that can be successfully applied in natural settings. Such settings include the family home as well as early childhood education and care centers. Incentives for the use of evidence-based interventions in early intervention settings include improved outcomes for infants and young children, service credibility, and program accountability. Barriers to using evidence-based practice (EBP) in natural settings include difficulties with identifying EBP and in reliably implementing evidence-based interventions. Lack of quality professional training and absence of support from competent coaches/mentors can also compromise the adoption and effective implementation of EBP. Collaborative partnerships between researchers and practitioners, where the goals of both parties have equal value, may assist with bridging the research-to-practice gap. Incentives, barriers, and opportunities are explored in this article.
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幼儿干预中的告知实践研究
对有残疾/发育迟缓或有残疾/发育迟缓风险的婴幼儿采取干预措施可能会受到研究证据以外来源的影响。在现有研究证据确实影响干预措施选择的情况下,可能难以将在受控环境中实施的研究转化为可在自然环境中成功应用的干预措施。这些环境包括家庭以及幼儿教育和护理中心。在早期干预环境中使用循证干预措施的激励措施包括改善婴幼儿的结果、服务可信度和项目问责制。在自然环境中使用循证实践(EBP)的障碍包括难以识别EBP和可靠地实施循证干预措施。缺乏高质量的专业培训和缺乏有能力的教练/导师的支持也会影响EBP的采用和有效实施。研究人员和实践者之间的合作伙伴关系,双方的目标具有相同的价值,可能有助于弥合研究与实践之间的差距。本文探讨了激励、障碍和机会。
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来源期刊
CiteScore
1.90
自引率
9.10%
发文量
24
期刊介绍: Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.
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