Effective Teaming to Bridge Support for Children With Challenging Behavior

Q3 Social Sciences

Young Exceptional Children Pub Date : 2020-08-26 DOI:10.1177/1096250620950249

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

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引用次数: 1

Abstract

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

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有效的团队合作，为有挑战性行为的儿童提供支持

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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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.