Evaluation of a Brief Teacher Coaching Program for Delivering an Early Intervention Program to Preschoolers With Autism Spectrum Disorder

IF 1.1 4区 医学 Q3 EDUCATION, SPECIAL
Jessica Tupou, Hannah Waddington, J. Sigafoos
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引用次数: 5

Abstract

There is a need for research that evaluates the effectiveness of early intervention when delivered in inclusive preschools. In this study, 3 regular preschool teachers were trained to use the Early Start Denver Model with a child with autism spectrum disorder who attended an inclusive preschool. Each teacher worked with 1 child. Teachers received eleven 60-min coaching sessions based on an adapted version of the Early Start Denver Model's parent coaching program. A multiple baseline across participants design was used to evaluate effectiveness in terms of teachers' use of the early intervention techniques and children's levels of participation, imitation, and communication. Data were collected via weekly 10-min video recordings, with 3 follow-up probes conducted 11 weeks following intervention. Teachers improved in their use of early intervention techniques, and children demonstrated improved levels of active participation, but results for child imitation and communication were mixed. Positive results were generally maintained at follow-up. This study provides preliminary support for the effectiveness and feasibility of using a modified coaching program to train preschool teachers to use early intervention techniques from the Early Start Denver Model.
对自闭症谱系障碍学龄前儿童进行早期干预的简短教师辅导计划的评估
有必要进行研究,评估在包容性幼儿园进行早期干预的有效性。在这项研究中,3名普通的幼儿园教师接受了培训,使用早期开始丹佛模式与一个自闭症谱系障碍儿童在一个包容性幼儿园。每个老师负责一个孩子。教师们接受了11次60分钟的辅导课程,这些课程是基于丹佛早期教育模式家长辅导计划的改编版本。采用跨参与者的多重基线设计来评估教师使用早期干预技术和儿童参与、模仿和沟通水平方面的有效性。通过每周10分钟的录像收集数据,干预后11周进行3次随访探针。教师在使用早期干预技术方面有所提高,儿童的积极参与程度也有所提高,但在儿童模仿和交流方面的结果喜忧参半。在随访中一般保持阳性结果。本研究为使用改进的辅导计划来训练幼儿教师使用早期启动丹佛模型的早期干预技术的有效性和可行性提供了初步的支持。
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来源期刊
CiteScore
1.90
自引率
9.10%
发文量
24
期刊介绍: Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.
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