A Qualitative Examination of Family and Educator Perspectives on Early Childhood Behavior Supports

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2021-01-31 DOI:10.1177/0271121420986868

Elizabeth M. Kelly, S. Harbin, Scott Spaulding, Carly Roberts, Kathleen Artman-Meeker

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引用次数: 3

Abstract

Challenging behavior is an obstacle to social-emotional competence for young children. Function-based behavior support can promote positive outcomes for children and their families, and family collaboration is an important component of successful positive behavior support programs. However, little is known about how families and educators collaborate to support young children with challenging behaviors in early childhood settings. Using qualitative inquiry, we examined family members’ and early childhood educators’ experiences with the behavior support process. Focus groups were conducted with 12 family members and 11 educators to understand how they collaborate. Our findings highlight themes related to communication and building partnerships. Based on these findings, we present a model of family–professional collaboration and a discussion of technology-supported communication tools that may facilitate successful collaboration between families and educators during the behavior support process.

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家庭和教育工作者对幼儿行为支持的定性研究

具有挑战性的行为是幼儿社交情感能力的障碍。基于功能的行为支持可以促进儿童及其家庭的积极结果，家庭合作是成功的积极行为支持计划的重要组成部分。然而，对于家庭和教育工作者如何在儿童早期环境中合作支持具有挑战性行为的幼儿，人们知之甚少。采用质性调查，我们考察了家庭成员和幼儿教育工作者在行为支持过程中的经验。对12名家庭成员和11名教育工作者进行了焦点小组讨论，以了解他们是如何合作的。我们的研究结果突出了与沟通和建立伙伴关系有关的主题。基于这些发现，我们提出了一个家庭-专业合作的模型，并讨论了在行为支持过程中，技术支持的沟通工具可以促进家庭和教育者之间的成功合作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

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.