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早期儿童干预的翻译模型:开发,实施和扩大有效实践
Kallen R Shaw1, Ramzi G Salloum2, Patricia A Snyder1
1School of Special Education, School Psychology, and Early Childhood Studies, College of Education, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, Gainesville, FL, United States.
在早期干预 (EI) 中,弥合研究与实践之间的差距至关重要. 本评论提出了一个翻译性研究框架,以加速为幼儿和家庭提供基于证据的实践.
科学领域:
- 早期干预研究 早期干预研究
- 翻译科学 翻译科学
- 实施科学 实施科学
背景情况:
- 早期干预 (EI) 研究人员面临着一个重要的研究与实践之间的差距.
- 艾尔在公共卫生,儿科和专业服务的交叉点上运作,为出生至三岁的儿童提供专业服务.
- 翻译性研究和实施科学为弥合这一差距提供了途径.
研究的目的:
- 建议对翻译研究阶段进行当代的调整,特别针对早期干预.
- 提供一个框架,促进EI研究人员和从业人员之间的跨学科合作.
- 加速将科学证据转化为幼儿和家庭的现实实践.
主要方法:
- 进行了关于EI的翻译阶段的叙事文献综述.
- 对跨学科的以行为为重点的翻译模型进行了快速审查.
- 讨论和分类了当前EI翻译研究的案例.
主要成果:
- 针对EI量身定制的翻译研究阶段的拟议调整.
- 识别和分类EI内部现有的翻译研究工作.
- 案例示例说明了EI中转化阶段的应用.
结论:
- 对EI研究来说,转化和实施科学的重点是必不可少的.
- 拟议的框架可以促进跨学科的对话和合作.
- 转移EI研究重点将加速向儿童和家庭提供有效干预措施.
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