培训有中度至严重支持需求儿童的教师,以便在中心活动期间对儿童主动提出的社会参与行为做出应急反应

IF 2 3区 教育学 Q1 EDUCATION, SPECIAL Research and Practice for Persons With Severe Disabilities Pub Date : 2024-03-25 DOI:10.1177/15407969241237809
Ashley K. Holt, Erik Drasgow, Katie Wolfe
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引用次数: 0

摘要

有中度至重大支持需求的幼儿教师可能没有接受过足够的培训,无法实施自然教学法,如应急反应。对自然教学法的研究很多,但关于培训教师使用应急反应来支持儿童在中心活动中增加儿童主动参与社会活动行为的研究却很有限。我们在四名特殊教育教师中采用了多重基线设计,以衡量包含行为技能培训(BST)和电子邮件绩效反馈(EPF)的培训包对提高教师在中心活动期间对儿童主动参与社会行为有限的儿童做出应急反应的效果。结果表明,使用核对表的 BST 和使用图表的 EPF 提高了四位教师的应急反应百分比,在维持性测试中也观察到了类似的水平。在 BST 中设置共同刺激,使所有教师都能对班级中至少一名很少有儿童主动参与社会行为的儿童做出或然反应。
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Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers
Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing child-initiated social participation behaviors during centers. We used a multiple baseline design across four special education teachers to measure the effects of a training package incorporating behavior skills training (BST) and emailed performance feedback (EPF) on increasing teachers’ contingent responses to children with limited child-initiated social participation behaviors during centers. Results indicate that BST with a checklist and EPF with graphs increased the four teachers’ percentage of contingent responses, and similar levels were observed during maintenance probes. Programming common stimuli during BST resulted in all teachers providing contingent responses to at least one other child in their classroom who had few child-initiated social participation behaviors.
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来源期刊
CiteScore
4.30
自引率
20.00%
发文量
20
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