与早期干预专家进行远程辅导的可行性：C 部分的 NDBI 战略

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2024-04-12 DOI:10.1177/02711214241245267

Kimberly R. Tomeny, Theodore S. Tomeny, R. A. McWilliam

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引用次数: 0

摘要

早期干预可帮助确诊或疑似患有自闭症谱系障碍（ASD）的婴幼儿获得最佳治疗效果，而由照顾者实施的 NDBI 被推荐为适合幼儿及其家庭发展的干预方法。研究表明，早期干预者对其实践的看法与他们所观察到的实践之间存在差异，这可能是造成实施差距的原因之一。远程辅导是支持幼儿专业人员使用推荐实践的一种可行方法，但对社区系统（如 C 部分）中早期干预人员进行远程辅导的研究却很有限。当前的可行性研究探讨了早期干预人员报告的实践与观察到的实践之间的差异，并比较了耳机式辅导与视频审查辅导方法，以及早期干预人员与确诊或疑似 ASD 幼儿家庭合作的情况。结果表明：（a）早期干预者报告的实践质量高于观察到的质量；（b）远程辅导是一种社区可行的专业发展方法，可支持早期干预者使用推荐的实践方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Feasibility of Remote Coaching With Early Interventionists: NDBI Strategies in Part C

Early intervention supports infants and toddlers with confirmed or suspected autism spectrum disorder (ASD) in achieving optimal outcomes, and caregiver-implemented NDBIs are recommended as a developmentally appropriate intervention approach for very young children and their families. Research highlights discrepancies between early interventionists’ perceptions of their practices and their observed practices, possibly contributing to implementation gaps. Remote coaching is a viable method of supporting early childhood professionals’ use of recommended practices, yet limited research has examined remote coaching with early interventionists in community systems (e.g., Part C). The current feasibility study explored differences between early interventionists’ reported and observed practices and compared bug-in-ear versus video review coaching methods with early interventionists working with families of toddlers with confirmed or suspected ASD. Results demonstrated (a) early interventionists reported higher quality practices than observed, and (b) remote coaching is a community-viable professional development approach in supporting early interventionists’ use of recommended practices.

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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.