Topics in Early Childhood Special Education最新文献_第3页

Future Topics 未来的主题

4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-11-01 DOI: 10.1177/02711214231203298

引用次数: 0

Noncompliance Assessments, Interventions, and Ethical Considerations for Young Children: A Systematic Review 幼儿的不合规评估、干预和伦理考虑:系统回顾

4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-10-21 DOI: 10.1177/02711214231193323

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":"https://doi.org/10.1177/02711214231193323","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":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135510967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Putting the “Mix” in Mixed Methods: How to Integrate Quantitative and Qualitative Research in Early Childhood Special Education Research 混合方法中的“混合”:如何在幼儿特殊教育研究中整合定量与定性研究

4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-09-21 DOI: 10.1177/02711214231199268

Hailey R. Love, Angel Fettig, Elizabeth A. Steed

引用次数: 0

The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays 以实践为基础的辅导对言语语言病理学助理和辅助教育工作者与语言迟缓儿童共同阅读策略实施的影响

4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-09-20 DOI: 10.1177/02711214231198691

Lindsay R. Dennis, Kelly Farquharson, Anne Reed, Rebecca Summy, Jennifer Westmoreland, Kimberline Clark

{"title":"The Effects of Practice-Based Coaching on the Implementation of Shared Book Reading Strategies for Speech-Language Pathology Assistants and Paraeducators Working With Children With Language Delays","authors":"Lindsay R. Dennis, Kelly Farquharson, Anne Reed, Rebecca Summy, Jennifer Westmoreland, Kimberline Clark","doi":"10.1177/02711214231198691","DOIUrl":"https://doi.org/10.1177/02711214231198691","url":null,"abstract":"This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five educators (three SLP-As and two paraeducators) participated in the study. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive vocabulary. Results demonstrate that all five educators were able to successfully implement the strategies with high and consistent levels of fidelity during the intervention and maintained similar levels of fidelity even after coaching and scripted supports were faded or removed. All five preschool participants showed gains in both expressive and receptive vocabulary. Social validity results support the feasibility and usefulness of the intervention. Implications for research and practice are provided.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early Interventionists’ Perspectives About Changes in Caregiver Coaching During COVID-19: A Mixed Methods Study 早期干预者对COVID-19期间护理人员指导变化的看法:一项混合方法研究

4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-09-12 DOI: 10.1177/02711214231199547

Crystal S. Williams, Michaelene M. Ostrosky

{"title":"Early Interventionists’ Perspectives About Changes in Caregiver Coaching During COVID-19: A Mixed Methods Study","authors":"Crystal S. Williams, Michaelene M. Ostrosky","doi":"10.1177/02711214231199547","DOIUrl":"https://doi.org/10.1177/02711214231199547","url":null,"abstract":"Caregiver coaching is a recommended practice in early intervention; however, many barriers exist that can prevent early interventionists (EIs) from implementing it. This mixed method study was designed to understand if EIs’ perceived use of caregiver coaching changed after Illinois’ COVID-19 pandemic stay-at-home order. Questionnaire data and interview data were analyzed together to explore changes reported by participants. Findings show that participants believed they used coaching practices and coached within routines more often following the stay-at-home order and that their changes in caregiver coaching had an impact on families (e.g., increased caregiver engagement, child progress, more meaningful intervention). Findings suggest that the stay-at-home order evoked a much-needed change in caregiver coaching. Implications include the need for research on contributors to EIs’ use of caregiver coaching and how to effectively use modeling. Implications for practice suggest that EIs should explain coaching to families and individualize their approach to promote family engagement in their children’s intervention.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Scoping Review of Linguistically Responsive Practices for Young Children Who Are Refugees 难民儿童语言反应实践的范围界定综述

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-08-08 DOI: 10.1177/02711214231190042

Serra Acar, Ozden Pinar-Irmak, Angi Stone-MacDonald

引用次数: 0

The Impact of Young Children’s Persistent Challenging Behavior on Child Care Providers: “It’s Like Floating in a Sea With No Paddle” 幼儿持续挑战行为对儿童保育员的影响：“就像漂浮在没有桨的海里”

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-08-08 DOI: 10.1177/02711214231180871

Sharon L. Doubet, M. Ostrosky, Amanda C. Quesenberry

引用次数: 0

Family ASL: An Early Start to Equitable Education for Deaf Children. 家庭ASL：为聋哑儿童提供公平教育的早期开端。

IF 2 4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-08-01 Epub Date: 2021-07-23 DOI: 10.1177/02711214211031307

Diane C Lillo-Martin, Elaine Gale, Deborah Chen Pichler

引用次数: 0

Families’ Experiences With Online Instruction and Behavior Support During COVID-19 新冠肺炎期间家庭在线指导和行为支持的经验

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-06-26 DOI: 10.1177/02711214231182023

Elizabeth M. Kelly, S. Harbin, I. Schwartz

引用次数: 0

Ethics in the Early Intervention System: A Mixed Methods Exploration 早期干预体系中的伦理学：一种混合方法的探索

IF 2.1 4区教育学

Topics in Early Childhood Special Education Pub Date : 2023-06-26 DOI: 10.1177/02711214231182117

Catherine Corr, Christine M. Spence, Mia Chudzik, Susan M. Connor, Brandie Bentley, Grace E. Sawyer, Justin L. Kern, Rachel Griffin, Amber Brown Ruiz, Ann Jackson

{"title":"Ethics in the Early Intervention System: A Mixed Methods Exploration","authors":"Catherine Corr, Christine M. Spence, Mia Chudzik, Susan M. Connor, Brandie Bentley, Grace E. Sawyer, Justin L. Kern, Rachel Griffin, Amber Brown Ruiz, Ann Jackson","doi":"10.1177/02711214231182117","DOIUrl":"https://doi.org/10.1177/02711214231182117","url":null,"abstract":"Early interventionists may frequently encounter ethical dilemmas due to the complex nature of early intervention (EI) service delivery (e.g., EI system infrastructure and building and sustaining collaborative relationships within the system). Therefore, the purpose of this research study was to explore the experiences of EI professionals related to ethical dilemmas. We used a sequential mixed methods design to first survey professionals about their experiences with ethical dilemmas (n = 427). Then, we interviewed a smaller sample (n = 45) to learn about early interventionists (EIs) experiences with ethics, including their constructed meanings of ethical dilemmas, the types of ethical dilemmas they have experienced, and their experiences and processes navigating ethical dilemmas. Results show that EI professionals define ethical dilemmas differently, which influences what they view as a dilemma and how they problem solve. Additionally, professionals identified the need for support and guidelines related to ethical dilemmas.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42947700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0