实施自然发展行为干预策略：对学前教师看法的考察

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2023-12-07 DOI:10.1177/10538151231217451

Sophia R. D’Agostino, Sarah E. Pinkelman, Melissa Maye

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引用次数: 0

摘要

自然发展行为干预(NDBI)策略似乎非常适合3 - 5岁幼儿的学前教师实施，但在这一特定背景下探索NDBI实施的研究非常有限。我们应用了一个实施科学框架来检查NDBI的报告知识、使用频率和社会效度感知，以支持在幼儿园教室实施。我们调查了152名幼儿教师，并比较了普通教育工作者和特殊教育工作者的评分，以了解他们对NDBI策略的了解和使用。我们还比较了接受和未接受高等教育的幼儿教师在应用行为分析方面的评分。研究结果表明，NDBI策略对幼儿教师来说是一个有用的创新，但有针对性的职前和在职培训是必要的，同时改善组织因素，以支持NDBI的吸收。此外，开放式的问卷调查结果提供了对社会效度评分的更深入了解，并为ndbi专业发展提供了建议。

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Implementation of Naturalistic Developmental Behavioral Intervention Strategies: An Examination of Preschool Teachers’ Perceptions

Naturalistic developmental behavioral intervention (NDBI) strategies appear to be well-suited for implementation by preschool teachers of young children ages 3 through 5, yet research exploring NDBI implementation within this specific context is extremely limited. We applied an implementation science framework to examine reported knowledge, frequency of use, and social validity perceptions of NDBI to support implementation within preschool classrooms. We surveyed 152 preschool teachers and compared ratings of general and special educators to understand their knowledge and use of NDBI strategies. We also compared ratings of preschool teachers with and without higher education training in applied behavior analysis. Findings indicate that NDBI strategies are a usable innovation for preschool teachers, yet targeted preservice and inservice training is warranted along with improved organizational factors to support NDBI uptake. Furthermore, open-ended survey responses provided a deeper understanding of social validity ratings and suggestions for NDBI-focused professional development.

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.