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发展行为临床医生对发展障碍幼儿教育过渡的看法

Sally S Cohen¹, Jennie Olson², Timothy C Guetterman³

¹NYU Rory Meyers College of Nursing, New York, NY.

Journal of developmental and behavioral pediatrics : JDBP

|June 2, 2025

概括

发育行为临床医生在支持残疾幼儿的教育过渡时面临障碍. 改善卫生,教育和家庭系统之间的协调是获得公平结果的关键.

科学领域:

儿科儿科儿科
发展心理学发展心理学
教育政策教育政策

背景情况:

发展障碍儿童的教育过渡是复杂的.
发育行为临床医生 (DBP) 在支持这些转变方面发挥着作用.
现有系统可能会对有效的过渡支持构成挑战.

研究的目的:

探索发展行为临床医生 (DBP) 关于8岁及以下发展障碍儿童教育过渡的观点.

主要方法:

定性描述性研究设计.
25名参与者,主要是发育和行为儿科协会 (SDBP) 的成员.
在2022年使用MAXQDA软件进行的转录面试的主题分析.

主要成果:

在儿童,家庭和社区层面确定了障碍物和促进者.
出现了四个主要主题:家庭角色,系统通信,导航支持和克服系统层面的问题.
有效的沟通和家庭导航对于成功过渡至关重要.

结论:

组织和系统障碍阻碍了DBP参与教育转型.
过渡期可能会加剧发育障碍的少数群体的不平等.
提出了一个新框架,强调团队间的协作 (儿童/家庭,健康,教育),以改善协调和成果.

关键词:

发育行为儿科的临床医生.早期的童年早期的童年教育过渡教育过渡家庭航海家的家庭航海家.定性描述性研究定性描述性研究

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