了解从业人员对自闭症幼儿干预循证实践的了解和使用情况

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2024-01-06 DOI:10.1177/02711214231219281

Selena J. Layden, Heather Coleman, Kristin Gansle, Jessica Amsbary

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引用次数: 0

摘要

患有自闭症谱系障碍 (ASD) 的幼儿需要专为满足其独特需求而设计的支持和服务。研究发现，针对 0 至 5 岁儿童的循证实践（EBPs）有 27 种。然而，对儿童早期教育机构是否对自闭症谱系障碍儿童实施 EBPs 的研究却很少。本研究确定了幼儿教育机构（包括幼儿教育工作者和早期干预机构）实施 EBP 的培训水平、信心和频率。这些研究结果表明，在 EBPs 的知识和实施方面都存在差距。讨论了研究和实践的意义。

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Discovering Practitioners’ Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions

Young children with autism spectrum disorder (ASD) require supports and services designed to meet their unique needs. Research has identified 27 evidence-based practices (EBPs) for children ages 0 to 5 years. However, there is a paucity of research that examines whether early childhood providers are implementing EBPs with children with ASD. In this study determine the levels of training, confidence, and frequency of EBP implementation by early childhood providers, including early childhood educators and early intervention providers. These findings indicate gaps in both knowledge and implementation of EBPs. Implications for research and practice are discussed.

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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.