描述联邦授权的社会沟通延迟儿童早期干预:混合方法分析
Yael G Dai1, Kyle M Frost2, Ellie M Harrington3
1Department of Psychology, Florida International University, Miami, FL 33199, USA.
Behavioral sciences (Basel, Switzerland)
|March 28, 2025
概括
对于具有社会沟通延迟的幼儿的早期干预 (EI) 主要使用护理人员指导. 这项研究发现,提供者的指导报告超过了直接观察,突出了EI实践的变化.
科学领域:
- 发展心理学 发展心理学
- 儿童早期干预 儿童早期干预
- 语音语言病理学 语音语言病理学
背景情况:
- "残疾人教育法"的C部分规定,美国的婴儿和幼儿有发育迟缓的早期干预 (EI) 服务.
- 患有社交沟通迟缓的儿童通常在三岁之前通过部分C EI获得服务.
- 在C部分EI课程中提供的具体干预措施,特别是护理人员指导,没有通过直接观察得到充分记录.
研究的目的:
- 描述C部分早期干预 (EI) 课程中对社会沟通延迟的儿童进行的护理人员指导的数量和质量.
- 为了比较提供者对护理人员指导的自我报告与研究人员对EI会话内容的编码.
- 识别提供者和州之间干预实践的相似之处和差异.
主要方法:
- 进行了一项混合方法分析,涉及美国四个州的33家EI提供商.
- 数据收集包括提供者自我报告和EI会议的视频编码.
- 研究人员分析了会议内容,以量化和合格的护理人员辅导策略.
主要成果:
- 提供者报告说,照顾者辅导水平高于通过视频编码观察到的水平.
- 干预主题,目标和策略在提供者之间显示了相似之处.
- 会议持续时间,地点和护理人员参与度有显著差异.
结论:
- 这项研究提供了关键的洞察力,对社会沟通延迟的儿童在C部分系统中的干预措施的现实应用.
- 调查结果强调需要加强早期干预实践的培训和标准化.
- 优化EI提供对于在关键发育时期为儿童和家庭最大限度地带来好处至关重要.
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