Noncompliance Assessments, Interventions, and Ethical Considerations for Young Children: A Systematic Review

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Elisabeth J. Malone, Kathleen N. Zimmerman
{"title":"Noncompliance Assessments, Interventions, and Ethical Considerations for Young Children: A Systematic Review","authors":"Elisabeth J. Malone, Kathleen N. Zimmerman","doi":"10.1177/02711214231193323","DOIUrl":null,"url":null,"abstract":"Noncompliance is a frequently reported challenging behavior for young children. However, many interventions that address noncompliance fail to consider crucial self-advocacy skills that may be jeopardized when compliance is taught in isolation. We examined the noncompliance literature in the context of ethical considerations for young children: (1) decision-making skills related to compliance, (2) teaching discrimination within contexts where compliance may or may not be appropriate, and (3) addressing support needs that may impact compliance. We found that many noncompliance assessments were not developmentally appropriate, related support needs were largely unaddressed, and ethical factors were infrequently considered when designing noncompliance interventions. Researchers and practitioners should consider assessments that identify ecological factors and support needs related to noncompliance. Young children should be taught discrimination of contexts where noncompliance is appropriate and where compliance is appropriate to promote volitional skills that are necessary for future independence.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"32 3","pages":"0"},"PeriodicalIF":2.0000,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Topics in Early Childhood Special Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/02711214231193323","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

Abstract

Noncompliance is a frequently reported challenging behavior for young children. However, many interventions that address noncompliance fail to consider crucial self-advocacy skills that may be jeopardized when compliance is taught in isolation. We examined the noncompliance literature in the context of ethical considerations for young children: (1) decision-making skills related to compliance, (2) teaching discrimination within contexts where compliance may or may not be appropriate, and (3) addressing support needs that may impact compliance. We found that many noncompliance assessments were not developmentally appropriate, related support needs were largely unaddressed, and ethical factors were infrequently considered when designing noncompliance interventions. Researchers and practitioners should consider assessments that identify ecological factors and support needs related to noncompliance. Young children should be taught discrimination of contexts where noncompliance is appropriate and where compliance is appropriate to promote volitional skills that are necessary for future independence.
幼儿的不合规评估、干预和伦理考虑:系统回顾
不服从是一种经常被报道的对幼儿具有挑战性的行为。然而,许多解决不合规问题的干预措施没有考虑到关键的自我宣传技能,如果孤立地教授合规,这些技能可能会受到损害。我们在幼儿伦理考虑的背景下研究了不遵守的文献:(1)与遵守相关的决策技能,(2)在遵守可能合适或不合适的背景下的教学歧视,以及(3)解决可能影响遵守的支持需求。我们发现许多不服从评估不适合发展,相关的支持需求在很大程度上没有得到解决,并且在设计不服从干预措施时很少考虑伦理因素。研究人员和从业人员应考虑识别与不合规相关的生态因素和支持需求的评估。应该教幼儿区分在什么情况下不服从是适当的,在什么情况下服从是适当的,以促进将来独立所必需的意志技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信