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Preschool Teachers' Perceptions and Use of Naturalistic Developmental Behavioral Intervention Strategies: An
Sophia R D'Agostino1, Kyle M Frost2
1Utah State University, Department of Special Education and Rehabilitation Counseling, 1400 Old Main Hill, Logan, UT 84322.
Preschool teachers view naturalistic developmental behavioral interventions (NDBI) favorably for enhancing children's social communication skills. Targeted training and support are needed to increase their effective implementation of these effective intervention strategies.
Area of Science:
- Early Childhood Education
- Developmental Psychology
- Special Education
Background:
- Preschool classrooms serve diverse learners, including children needing social communication support.
- Naturalistic Developmental Behavioral Interventions (NDBI) are evidence-based for improving early social communication.
- Limited understanding exists regarding preschool teachers' use and perceptions of NDBI strategies.
Purpose of the Study:
- To explore preschool teachers' perspectives on and use of NDBI strategies.
- To identify training and support needs for implementing NDBIs in preschool settings.
- To integrate classroom observations, self-reports, and interviews for a comprehensive understanding.
Main Methods:
- Explanatory sequential mixed methods design.
- Eight preschool teachers participated.
- Data collected via intervention session recordings, self-report surveys, and qualitative interviews.
Main Results:
- Teachers generally hold positive views of NDBI strategies.
- Participants indicated a need for specific support in understanding and applying NDBI techniques.
- Classroom observations and interviews provided context to self-reported usage.
Conclusions:
- Preschool teachers perceive NDBI strategies as beneficial for social communication.
- Targeted professional development and ongoing support are crucial for effective NDBI implementation.
- Findings inform practice to enhance NDBI use in early childhood settings.
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