Young Exceptional Children最新文献_第8页

Joint Planning in Part C Early Intervention: Partnering Around Assessment C部分的联合规划早期干预:围绕评估的合作

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-08-28 DOI: 10.1177/1096250620952061

A. Mickelson, Laura S. McCorkle, R. Hoffman

63 Vol. 25, No. 2, June 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620952061 DOI: 10.1177/1096250620952061 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Jodi, an early childhood special educator, is meeting with Maria and her son, 26-month-old Marcus, at their early intervention (EI) home visit. Marcus was recently found eligible for services due to a delay in his communication development, and Jodi was part of the initial evaluation and Individualized Family Service Plan (IFSP) team. She is looking forward to continuing to build her relationship with the family. When Jodi arrives, Maria greets her at the door by saying,

63第25卷第2期，2022年6月https://doi.org/10.1177/1096250620952061DOI:10.1177/1096250620952061 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿教育部幼儿特殊教育工作者Jodi正在与Maria和她26个月大的儿子Marcus进行早期干预（EI）家访。由于Marcus的沟通发展延迟，他最近被发现有资格获得服务，Jodi是初步评估和个性化家庭服务计划（IFSP）团队的一员。她期待着继续与家人建立关系。当乔迪到达时，玛丽亚在门口迎接她说：，

引用次数: 2

Adapting Interactive Shared Reading Interventions for Young Learners With Autism Spectrum Disorder: RECALL 为患有自闭症谱系障碍的年轻学习者调整互动共享阅读干预：RECALL

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-08-27 DOI: 10.1177/1096250620950244

Elizabeth M. Jackson, M. Hanline, Kelly Whalon

30 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 1, March 2022 https://doi.org/10.1177/1096250620950244 DOI: 10.1177/1096250620950244 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Melissa, the teacher in an inclusive preschool, recognizes the importance of early literacy and embeds literacyrelated activities throughout the day. She uses books to introduce and expand thematic units, set the stage for play in center activities, and facilitate transitions. She schedules time each day for whole and small group shared reading. Melissa has noticed that Lindsay, a 4-year-old girl with autism, struggles to stay actively engaged in and, therefore, benefit from the shared book reading activities. She does not answer questions or initiate social interactions about the book, even though Melissa structures her shared reading to encourage children’s participation. Melissa, like many early childhood educators, uses the evidenced-based practice of interactive shared book reading (ISBR) to promote the development of important communication and literacy skills (Rezzonico et al., 2015). ISBR for preschoolers has been shown to build both vocabulary and conceptual knowledge, which in turn contributes to later language and reading comprehension development (Mol et al., 2009; National Early Literacy Panel [NELP], 2009). A critical role of an educator is to ensure that every child 950244 YECXXX10.1177/1096250620950244YOUNG EXCEPTIONAL CHILDRENShort Title / Jackson et al. research-article2020

30 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 1, 2022年3月https://doi.org/10.1177/1096250620950244 DOI: 10.1177/1096250620950244 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020 Division for Early Childhood Melissa，一名包容性学前教师，认识到早期识字的重要性，并在全天嵌入与识字相关的活动。她使用书籍来介绍和扩展主题单元，为中心活动设置舞台，并促进过渡。她每天都会安排时间进行集体阅读和小组阅读。梅丽莎注意到林赛，一个4岁的自闭症女孩，努力保持积极参与，因此，从共享的读书活动中受益。她不回答关于这本书的问题，也不主动发起社交互动，尽管梅丽莎安排了她的共享阅读来鼓励孩子们参与。与许多幼儿教育工作者一样，Melissa使用基于证据的交互式共享阅读(ISBR)实践来促进重要的沟通和读写技能的发展(Rezzonico等人，2015)。学龄前儿童的ISBR已被证明可以建立词汇和概念知识，这反过来又有助于后来的语言和阅读理解发展(Mol等人，2009;国家早期识字小组[NELP]， 2009)。教育工作者的一个关键角色是确保每个孩子(950244 yecxxx10 .1177/1096250620950244)年轻的特殊儿童(short Title / Jackson et al. research-article2020)

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引用次数: 5

Effective Teaming to Bridge Support for Children With Challenging Behavior 有效的团队合作，为有挑战性行为的儿童提供支持

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-08-26 DOI: 10.1177/1096250620950249

Charis L. Wahman, Cheryl L. Light-Shriner, Dani Pizzella

15 Vol. 25, No. 1, March 2022 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620950249 DOI: 10.1177/1096250620950249 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Kimberly, an early childhood educator (ECE), and Michelle, an early childhood special educator (ECSE) work as co-teachers for a public preschool program. Their blended classroom includes 15 children some of whom are enrolled in the district’s optional prekindergarten program, others are children who are eligible for preschool because they are at risk for developmental delays and disabilities, and others are eligible for and receiving early childhood special education services. In addition to Michelle and Kimberly, the classroom staff includes a paraprofessional, William, and a speech therapist, Jasmine, who provides services to several of the children and consultative services to the teachers. Recently, Michelle and Kimberly have become concerned about one of the children in their class, Joey. Joey has been attending classes for several months and is one of the children who is receiving early childhood special education services due to global developmental delays with particular concerns in the area of language/communication. Kimberly and Michelle have requested assistance from Aaron, the school’s behavior specialist, because they feel he has an important role to play. Kimberly and Michelle schedule an initial observation and team meeting 950249 YECXXX10.1177/1096250620950249YOUNG EXCEPTIONAL CHILDREN Vol. XX, No. X, Month XXXXWahman et al. research-article2020

15第25卷，第1期，2022年3月https://doi.org/10.1177/1096250620950249DOI:10.1177/1096250620950249 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿教育部幼儿教育工作者Kimberly和幼儿特殊教育工作者Michelle担任公共学前教育项目的联合教师。他们的混合教室包括15名儿童，其中一些儿童参加了该地区的可选学前教育计划，另一些儿童因为有发育迟缓和残疾的风险而有资格参加学前教育，还有一些儿童有资格获得幼儿特殊教育服务。除了Michelle和Kimberly，课堂工作人员还包括一名副专业人员William和一名言语治疗师Jasmine，Jasmine为几个孩子提供服务，并为老师提供咨询服务。最近，米歇尔和金伯利开始关心他们班上的一个孩子，乔伊。Joey已经上课几个月了，由于全球发育迟缓，特别是语言/沟通领域的问题，他是接受幼儿特殊教育服务的儿童之一。Kimberly和Michelle请求学校行为专家Aaron的帮助，因为他们觉得Aaron可以发挥重要作用。Kimberly和Michelle安排了一次初步观察和团队会议950249 YECXXX10.1177/1096250620950249 YOUNG EXCEPTIONAL CHILDREN Vol.XX，No.X，Month XXXXWahman et al.research-article2020

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引用次数: 1

Inside the Virtual Visit: Using Tele-Intervention to Support Families in Early Intervention 虚拟访问内部:利用远程干预支持家庭早期干预

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-08-22 DOI: 10.1177/1096250620948061

Molly Poole, Angel Fettig, Rachel Mckee, Ariane N. Gauvreau

1 Vol. XX, No. X, Month 2020 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620948061 DOI: 10.1177/1096250620948061 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Amal, Derek, and their 12-month-old daughter Kai have been receiving Part C early intervention (EI) services since Kai was 2 months old. Kai enjoys playing tickling games with her older brother and parents and is particularly drawn to musical toys and instruments. Kai was born with Cri Du Chat syndrome and frequently requires oxygen due to her chronic pneumonia. Amal and Derek have seen significant accomplishments in Kai’s communication and motor skills through developmental, speech and language, and physical therapies and value the weekly times they have with their EI service providers. As winter season approaches, Amal and Derek heard reports of a huge surge of flu cases and are extremely concerned about Kai’s health. Because Kai is prone to pneumonia, they are worried that individuals coming into their home might be exposing Kai to potential viruses during this active flu season. Amal and Derek have shared these concerns with Kai’s service providers and asked if services can be delivered virtually. EI providers—who deliver Part C services under the purview of the Individuals with Disabilities Education Act (IDEA) for children birth-3 years old with/at risk of disabilities—play an important role 948061 YECXXX10.1177/1096250620948061YOUNG EXCEPTIONAL CHILDRENShort Title / Poole et al. research-article2020

第1卷第XX期X, 2020月YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620948061 DOI: 10.1177/1096250620948061 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020幼儿部Amal, Derek和他们12个月大的女儿Kai从2个月大的时候就开始接受C部分早期干预(EI)服务。凯喜欢和她的哥哥和父母玩挠痒游戏，特别喜欢音乐玩具和乐器。凯出生时患有慢性肺炎综合征，经常需要吸氧。阿迈勒和德里克通过发展、言语和语言以及物理治疗，在Kai的沟通和运动技能方面取得了重大成就，他们非常重视每周一次与EI服务提供者的交流。随着冬季的临近，阿迈勒和德里克听说流感病例激增，他们非常担心凯的健康。因为Kai容易患肺炎，他们担心在这个流感活跃的季节，进入他们家的人可能会让Kai接触到潜在的病毒。Amal和Derek与Kai的服务提供商分享了这些担忧，并询问服务是否可以虚拟交付。EI提供商——根据《残疾人教育法》(IDEA)的规定，为出生至3岁有残疾或有残疾风险的儿童提供C部分服务——发挥着重要作用948061 YECXXX10.1177/1096250620948061YOUNG EXCEPTIONAL children(特殊儿童)

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引用次数: 15

Collaborating With Deaf Adults in Early Intervention 与聋人成年人合作进行早期干预

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-07-23 DOI: 10.1177/1096250620939510

Elaine Gale

225 Vol. 24, No. 4, December 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620939510 DOI: 10.1177/1096250620939510 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Shortly after Madison gave birth to her son Alex, she was told that he had not passed the newborn hearing screening evaluation. She was advised to follow-up with further testing by an audiologist. When Madison followed up with the audiologist a month after Alex’s birth, the audiologist confirmed Alex was deaf. Having never met a deaf adult, Madison wondered what Alex would be like growing up. Would he be able to communicate? Would he have friends and be sociable? How would he do academically? Madison had no idea what raising a deaf child would entail until she met a deaf adult, which was six months after Alex was born. The deaf adult, Lauren, was Madison and Alex’s sign language instructor. Lauren was the only deaf adult officially trained and hired by the early intervention program working with Madison and Alex. During their first meeting, Madison and Lauren used written English to communicate. Over time, Madison and Alex not only learned visual communication skills and sign language, they also learned about deaf lifestyles. Lauren invited Madison and Alex to various events where they met and interacted with deaf people of all ages and backgrounds. Madison felt less stressed about raising Alex after being able to interact with 939510 YECXXX10.1177/1096250620939510Young Exceptional ChildrenCollaborating with Deaf Adults / Gale research-article2020

225卷24，第4号，2021年12月年轻的特殊儿童https://doi.org/10.1177/1096250620939510 DOI: 10.1177/1096250620939510 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020幼儿部在麦迪逊生下她的儿子亚历克斯后不久，她被告知他没有通过新生儿听力筛查评估。她被建议接受听力学家的进一步检查。当麦迪逊在亚历克斯出生一个月后去找听力学家时，听力学家证实亚历克斯是聋子。麦迪逊从未见过失聪的成年人，他想知道亚历克斯长大后会是什么样子。他能和人交流吗?他会有朋友并且善于交际吗?他在学业上会怎么样?麦迪逊不知道抚养一个失聪的孩子需要付出什么，直到她遇到了一个失聪的成年人，那是在亚历克斯出生六个月后。成年聋人劳伦是麦迪逊和亚历克斯的手语老师。劳伦是唯一一个接受过正式培训并被早期干预项目雇佣的聋人，与麦迪逊和亚历克斯一起工作。第一次见面时，麦迪逊和劳伦用书面英语交流。随着时间的推移，麦迪逊和亚历克斯不仅学会了视觉交流技巧和手语，还了解了聋人的生活方式。劳伦邀请麦迪逊和亚历克斯参加各种活动，在那里他们遇到了各种年龄和背景的聋人，并与他们互动。在能够与939510 yecxxx10.1177 / 1096250620939510年幼的特殊儿童与聋人成年人合作/ Gale研究后，麦迪逊对抚养亚历克斯的压力减轻了

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引用次数: 11

Implementing Multitiered Systems of Support in Preschool: Begin With Universal Screening 在学前教育中实施多层支持系统：从普及筛查开始

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-07-04 DOI: 10.1177/1096250620931807

Kristen Missall, Kathleen Artman-Meeker, Carly Roberts, Shannon Ludeman

213 Vol. 24, No. 4, December 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620931807 DOI: 10.1177/1096250620931807 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Successful early childhood inclusion uses multitiered systems of support (MTSS) to support children’s development and learning. MTSS is a multitiered, educational, data-based decisionmaking framework that facilitates collaboration across general and special education to support all learners (Sailor et al., 2018). MTSS implementation requires committed leadership, dedicated time for data collection and analysis, and effective instructional decisions. Furthermore, implementation of MTSS generally requires several years to establish evidence-based tiered instruction, assessment at universal and targeted levels, and necessary system reform (Brown-Chidsey & Bickford, 2016). To support early childhood educators in the implementation of MTSS, the focus of this article is on the initial stages of MTSS implementation. In this article, we describe the first year of one program’s planning and implementing of MTSS for academic and social outcomes, with specific attention to universal screening for all children. This universal assessment activity in MTSS is described as part of “Tier 1,” which must be established before any targeted (Tier 2) or intensive (Tier 3) assessment and instruction supports can be considered and implemented (see Carta, 2019). Accordingly, explicit attention to the 931807 YECXXX10.1177/1096250620931807Young Exceptional ChildrenImplementing MTSS / Missall et al. research-article2020

213第24卷第4期，2021年12月https://doi.org/10.1177/1096250620931807DOI:10.1177/1096250620931807 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿部成功的幼儿包容使用多层支持系统（MTSS）来支持儿童的发展和学习。MTSS是一个多层、教育性、基于数据的决策框架，有助于普通教育和特殊教育之间的合作，以支持所有学习者（Sailor等人，2018）。MTSS的实施需要坚定的领导、专门的数据收集和分析时间以及有效的教学决策。此外，MTSS的实施通常需要几年的时间来建立基于证据的分层教学、普遍和有针对性的评估以及必要的系统改革（Brown Chidsey&Bickford，2016）。为了支持幼儿教育工作者实施MTSS，本文的重点是MTSS实施的初始阶段。在这篇文章中，我们描述了一个项目规划和实施MTSS的第一年，以获得学术和社会成果，并特别关注所有儿童的普遍筛查。MTSS中的这种通用评估活动被描述为“一级”的一部分，在考虑和实施任何有针对性的（二级）或密集的（三级）评估和指导支持之前，必须建立这一活动（见Carta，2019）。因此，明确关注931807 YECXXX10.1177/1096250620931807年轻特殊儿童实施MTSS/Missall等人的研究-文章2020

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引用次数: 3

Trial-Based Functional Analysis to Understand Children’s Behaviors 基于试验的功能分析理解儿童行为

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-06-16 DOI: 10.1177/1096250620928331

Z. An, J. R. Martínez, Jun Ai

200 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 4, December 2021 https://doi.org/10.1177/1096250620928331 DOI: 10.1177/1096250620928331 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Charlie is a 4-year old preschooler who enjoys playing with his friends at school. Charlie’s teacher reports that he has difficulties participating in teacher-directed large-group and small-group activities. Specifically, Charlie engages in challenging behaviors including throwing himself to the ground and leaving the group during teacher-directed activities. Charlie’s teacher thinks that he engages in challenging behaviors to escape instructional activities. The behavioral specialist, however, observes Charlie several times and suggests that he uses challenging behaviors both to escape instructional activities and to gain adults' attention. Understanding what Charlie is communicating by engaging in challenging behaviors is the first step in developing a behavioral intervention plan that meets his needs. Therefore, the teacher and behavioral specialist look for ways in which they can learn more about Charlie’s behaviors. Another behavioral specialist in the school suggests conducting a trialbased functional analysis. Persistent challenging behaviors in early childhood can interfere and disrupt children’s engagement in social and academic activities within their homes, schools, and communities (Brauner & Stephens, 2006; Division for Early Childhood [DEC], 2017). To address this concern, DEC recommends that early 928331 YECXXX10.1177/1096250620928331YOUNG EXCEPTIONAL CHILDRENShort Title / An et al. research-article2020

《200名特殊儿童》第24卷第4期，2021年12月https://doi.org/10.1177/1096250620928331DOI:10.1177/1096250620928331 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿部Charlie是一名4岁的学龄前儿童，喜欢在学校和朋友一起玩。查理的老师报告说，他很难参加老师指导的大型团体和小型团体活动。具体来说，Charlie会做出一些具有挑战性的行为，包括在老师指导的活动中摔倒在地和离开团队。查理的老师认为他为了逃避教学活动而做出具有挑战性的行为。然而，这位行为专家观察了查理几次，并建议他使用具有挑战性的行为来逃避教学活动和吸引成年人的注意力。了解Charlie通过参与具有挑战性的行为进行交流是制定符合其需求的行为干预计划的第一步。因此，老师和行为专家会寻找更多关于查理行为的方法。学校的另一位行为专家建议进行基于试验的功能分析。幼儿时期持续的挑战行为会干扰和干扰儿童在家庭、学校和社区内参与社会和学术活动（Brauner&Stephens，2006；幼儿部[DEC]，2017）。为了解决这一问题，DEC建议早期928331 YECXXX10.1177/1096250620928331年轻异常儿童短标题/An等人研究文章2020

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引用次数: 1

Enhanced Milieu Teaching Strategies for Preschool Children with Autism Spectrum Disorder 学龄前自闭症谱系障碍儿童的强化环境教学策略

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-06-08 DOI: 10.1177/1096250620928335

Megan Dunn Davison, C. H. Qi, A. Kaiser

191 Vol. 24, No. 4, December 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620928335 DOI: 10.1177/1096250620928335 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood José, a 3-year-old boy with a diagnosis of autism spectrum disorder (ASD), attends an early childhood inclusive classroom. He uses gestures and single words to communicate his wants and needs. He spends much of his time engaged in solitary and stereotypic play with his favorite toys, trains and trucks. José’s teacher, Ms. Baca, is concerned about his social communication skills because he does not have an independent means of communicating with his peers, teachers, or other adults in the classroom. When Ms. Baca asks José to put his toys away during clean up, he often cries. He pushes his peers out of his space when they approach him to play. José receives an hour of speech and language therapy in his classroom each week. Ms. Chavez, his speech-language pathologist (SLP), notes that although José is able to use single words to request, he only requests routines that include his favorite toys. José’s parents also report that they have difficulty understanding what he is trying to communicate when he cries or screams and that he only uses single words for requesting. Together, the teacher and SLP examine current evidence-based 928335 YECXXX10.1177/1096250620928335Young Exceptional ChildrenEnhanced Milieu Teaching Strategies / Davison et al. research-article2020

191 Vol. 24, No. 4, 2021年12月YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620928335 DOI: 10.1177/1096250620928335 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020 Division for Early Childhood，一名被诊断为自闭症谱系障碍(ASD)的3岁男孩参加了一个早期儿童包容性教室。他用手势和简单的语言来表达他的需求。他花了很多时间独自玩他最喜欢的玩具，火车和卡车。乔瑟斯的老师巴卡女士很担心他的社交能力，因为他没有独立的方式与同龄人、老师或教室里的其他成年人交流。当巴卡女士在打扫卫生时让乔斯维尔把玩具收起来时，他经常会哭。当同伴靠近他玩耍时，他会把他们挤出自己的空间。约瑟每周在课堂上接受一小时的语言治疗。查韦斯是他的语言病理学家(SLP)，她指出，尽管约瑟·索尔斯能够用单个单词来提出要求，但他只会提出包括他最喜欢的玩具在内的常规要求。乔瑟斯的父母也报告说，当他哭泣或尖叫时，他们很难理解他想表达什么，而且他只会用单一的词来表达要求。教师和SLP一起检查了目前基于证据的928335 yecxxx10.1177 /1096250620928335特殊儿童强化环境教学策略/戴维森等人的研究文章2020

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引用次数: 0

From Article to Action: Pairing Sign With Spoken Word in Early Childhood Settings 从文章到行动:幼儿环境下手语与口语的配对

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-06-07 DOI: 10.1177/1096250620930497

Camille Catlett

引用次数: 0

Individualized Peer-Mediated Interventions to Increase Young Children’s Social Competence 个体同伴中介干预提高幼儿社会能力

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-06-05 DOI: 10.1177/1096250620928332

Jose R. Martinez, Debra A. Prykanowski, Chelsea W. Morgan

82 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, June 2021 https://doi.org/10.1177/1096250620928332 DOI: 10.1177/1096250620928332 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Ms. Caroline is the lead teacher of an inclusive preschool classroom in a suburban school district that serves children and families from lowincome backgrounds. Yan Alberto, a 3-year-old boy, is one of 15 children in Ms. Caroline’s class. He is monolingual, communicates with twoto three-word utterances in English, and follows two-word requests. In the mornings, many centers are available and up to five children participate in each center. Ms. Caroline observes that Yan Alberto engages in parallel play during these centers. He plays with the toys available in each center, stays close to his peers, and appears interested in what his peers are doing. However, he hardly initiates toward them. Yan Alberto’s parents have also observed this behavior with his older sibling and during family gatherings. Ms. Caroline and Yan Alberto’s parents feel he would like to interact with peers but that he does not know how to initiate those interactions. In consultation with a behavior specialist from the school district, she learns that peer-mediated interventions (PMIs) may help teach Yan Alberto to initiate and respond to his peers. Social competence is the ability to achieve interpersonal goals by engaging in social behaviors that are appropriate and context-specific (Guralnick, 1992). Social competence 928332 YECXXX10.1177/1096250620928332Young Exceptional ChildrenPeer-Mediated Interventions / Martinez et al. research-article2020

82 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, 2021年6月https://doi.org/10.1177/1096250620928332 DOI: 10.1177/1096250620928332 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2020 Division for Early Childhood卡洛琳女士是郊区学区一个包容性学前班的首席教师，为低收入背景的儿童和家庭提供服务。3岁的男孩扬·阿尔贝托(Yan Alberto)是卡洛琳班上15个孩子中的一个。他只会说一种语言，用两到三个单词的英语进行交流，并遵循两个单词的请求。在早上，许多中心都是可用的，每个中心最多有五个孩子参加。卡洛琳注意到，扬·阿尔贝托(Yan Alberto)在这些中心进行平行游戏。他会玩每个中心提供的玩具，与同伴保持亲密关系，并对同伴正在做的事情表现出兴趣。然而，他几乎不主动向他们靠近。扬·阿尔贝托的父母也观察到他和哥哥在一起以及在家庭聚会时的这种行为。卡洛琳和扬·阿尔贝托的父母觉得他喜欢和同龄人互动，但他不知道如何开始这些互动。在咨询了学区的行为专家后，她了解到同伴调解干预(pmi)可能有助于教Yan Alberto主动和回应他的同伴。社会能力是通过参与适当的和特定情境的社会行为来实现人际目标的能力(Guralnick, 1992)。社会能力928332 yecxxx10.1177 /1096250620928332青少年特殊儿童同伴介导干预/ Martinez等人的研究-文章2020

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引用次数: 2