幼儿园教师的感知和自然发展行为干预策略的使用:一个解释性的序列混合方法调查方法
Sophia R D'Agostino1, Kyle M Frost2
1Utah State University, Department of Special Education and Rehabilitation Counseling, 1400 Old Main Hill, Logan, UT 84322.
Journal of early intervention
|May 30, 2025
概括
幼儿园教师认为自然发展行为干预 (NDBI) 是有利于增强儿童的社交沟通技巧. 需要有针对性的培训和支持,以提高他们对这些有效干预策略的有效实施率.
科学领域:
- 幼儿教育 儿童早期教育
- 发展心理学 发展心理学
- 特殊教育 特殊教育
背景情况:
- 幼儿园教室为各种学习者提供服务,包括需要社交沟通支持的儿童.
- 自然主义发展行为干预 (NDBI) 是基于证据的,用于改善早期的社会沟通.
- 对于学前教育教师使用和对NDBI策略的看法,人们的理解有限.
研究的目的:
- 探索学前教育教师对NDBI策略的看法和使用.
- 确定在学前环境中实施NDBI的培训和支持需求.
- 整合课堂观察,自我报告和采访,以获得全面的理解.
主要方法:
- 解释性的顺序混合方法设计.
- 八名幼儿园教师参加了这次活动.
- 通过干预会话记录,自我报告调查和定性访谈收集的数据.
主要成果:
- 教师通常对NDBI策略持积极看法.
- 参与者表示需要在理解和应用NDBI技术方面提供具体支持.
- 在课堂上的观察和采访为自我报告的使用提供了背景.
结论:
- 幼儿园教师认为NDBI策略对社会沟通有好处.
- 有针对性的专业发展和持续的支持对于NDBI的有效实施至关重要.
- 调查结果为实践提供了信息,以加强NDBI在幼儿环境中的使用.
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