护理人员对护理人员实施的干预和辅导的看法

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-10-29 DOI:10.1016/j.ecresq.2024.10.009

Gospel Y. Kim , Kathleen N. Tuck , Mallory M. Eddy , Ankita Bhattashali , Kathryn M. Bigelow

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引用次数: 0

摘要

虽然看护者实施的干预措施能有效促进发育迟缓和/或残疾幼儿的发展，但人们对看护者如何看待看护者实施的干预和辅导实践的了解却很有限。本研究旨在探讨看护者对其作为接受早期干预服务的发育迟缓和/或残疾幼儿的干预代理人的经历的看法。研究人员对六名保育员进行了半结构式访谈。我们采用主题分析法对定性数据进行了分析。通过照护者的报告，我们确定了照护者辅导、照护者实施干预的促进因素和障碍，以及其他背景因素。研究结果表明，护理人员对有效的辅导策略、护理人员与提供者之间牢固的关系以及系统的教学方法持积极看法。在护理人员辅导和干预实践中都体现了个性化需求。我们讨论了进一步的发现和影响，并对研究和实践提出了建议。

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Caregivers’ perceptions on caregiver-implemented intervention and coaching

Although caregiver-implemented interventions are effective in promoting the development of young children with delays and/or disabilities, there has been limited understanding of how caregivers perceive caregiver-implemented intervention and coaching practices. This study aimed to explore caregivers’ perceptions of their experiences as intervention agents for their young children with delays and/or disabilities receiving early intervention services. Semi-structured interviews were conducted with six caregivers. Qualitative data were analyzed using a thematic analysis approach. Using caregivers’ reports, we identified facilitators and barriers to caregiver coaching, caregiver-implemented intervention, and other contextual factors. Findings indicated caregivers had positive perceptions of effective coaching strategies, strong caregiver-provider relationships, and a systematic instructional approach. The need for individualization was captured in both caregiver coaching and intervention practices. We discussed further findings and implications with recommendations for research and practice.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.