指导托儿服务提供者支持幼儿对早期贫困儿童的手势使用

Q2 Social Sciences

Evidence-Based Communication Assessment and Intervention Pub Date : 2022-10-02 DOI:10.1080/17489539.2023.2252024

Mandy Rispoli, Nicole A. Hollins

{"title":"指导托儿服务提供者支持幼儿对早期贫困儿童的手势使用","authors":"Mandy Rispoli, Nicole A. Hollins","doi":"10.1080/17489539.2023.2252024","DOIUrl":null,"url":null,"abstract":"Mandy Rispolia & Nicole A. Hollinsb,c (Commentary authors) a Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA; bSupporting Transformative Autism Research Core, Charlottesville, VA, USA; cSchool of Education and Human Development, University of Virginia, Charlottesville, VA, USA ................................................................................................................................................................... Q 1. Is there a functional relation between the use of a systematic coaching approach and childcare providers (CCPs) use of gesture facilitation strategies during book sharing and play? 2. What are the CCPs’ opinions and perceptions of the coaching approach and the intervention strategies?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"127 1","pages":"140 - 146"},"PeriodicalIF":0.0000,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Coaching childcare providers to support toddlers’ gesture use with children experiencing early childhood poverty1\",\"authors\":\"Mandy Rispoli, Nicole A. Hollins\",\"doi\":\"10.1080/17489539.2023.2252024\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Mandy Rispolia & Nicole A. Hollinsb,c (Commentary authors) a Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA; bSupporting Transformative Autism Research Core, Charlottesville, VA, USA; cSchool of Education and Human Development, University of Virginia, Charlottesville, VA, USA ................................................................................................................................................................... Q 1. Is there a functional relation between the use of a systematic coaching approach and childcare providers (CCPs) use of gesture facilitation strategies during book sharing and play? 2. What are the CCPs’ opinions and perceptions of the coaching approach and the intervention strategies?\",\"PeriodicalId\":39977,\"journal\":{\"name\":\"Evidence-Based Communication Assessment and Intervention\",\"volume\":\"127 1\",\"pages\":\"140 - 146\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Evidence-Based Communication Assessment and Intervention\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/17489539.2023.2252024\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evidence-Based Communication Assessment and Intervention","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17489539.2023.2252024","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

摘要

Mandy Rispolia和Nicole a . Hollinsb,c(评论作者)，美国弗吉尼亚州夏洛茨维尔市弗吉尼亚大学课程、教学和特殊教育系;支持变革自闭症研究中心，夏洛茨维尔，弗吉尼亚州，美国;cSchool教育与人类发展,美国弗吉尼亚州夏洛茨维尔的弗吉尼亚大学 ...................................................................................................................................................................问1。系统指导方法的使用与儿童保育提供者(ccp)在图书分享和游戏中使用手势促进策略之间是否存在功能关系?2. CCPs对指导方法和干预策略的看法和看法是什么?

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Coaching childcare providers to support toddlers’ gesture use with children experiencing early childhood poverty1

Mandy Rispolia & Nicole A. Hollinsb,c (Commentary authors) a Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA; bSupporting Transformative Autism Research Core, Charlottesville, VA, USA; cSchool of Education and Human Development, University of Virginia, Charlottesville, VA, USA ................................................................................................................................................................... Q 1. Is there a functional relation between the use of a systematic coaching approach and childcare providers (CCPs) use of gesture facilitation strategies during book sharing and play? 2. What are the CCPs’ opinions and perceptions of the coaching approach and the intervention strategies?

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Evidence-Based Communication Assessment and Intervention Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.