Implementation of Naturalistic Developmental Behavioral Intervention Strategies: An Examination of Preschool Teachers' Perceptions

被引:3
|
作者
D'Agostino, Sophia R. [1 ,5 ]
Pinkelman, Sarah E. [2 ]
Maye, Melissa [3 ,4 ]
机构
[1] Utah State Univ, Logan, UT 84332 USA
[2] Western Michigan Univ, Kalamazoo, MI USA
[3] Henry Ford Hlth, Detroit, MI USA
[4] Michigan State Univ, E Lansing, MI USA
[5] Utah State Univ, Dept Special Educ & Rehabil Counseling, Logan, UT 84322 USA
关键词
preschool; naturalistic; developmental; behavioral; intervention; EARLY-CHILDHOOD EDUCATION; YOUNG-CHILDREN; QUALITY; APPRAISALS; INCLUSION;
D O I
10.1177/10538151231217451
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
Naturalistic developmental behavioral intervention (NDBI) strategies appear to be well-suited for implementation by preschool teachers of young children ages 3 through 5, yet research exploring NDBI implementation within this specific context is extremely limited. We applied an implementation science framework to examine reported knowledge, frequency of use, and social validity perceptions of NDBI to support implementation within preschool classrooms. We surveyed 152 preschool teachers and compared ratings of general and special educators to understand their knowledge and use of NDBI strategies. We also compared ratings of preschool teachers with and without higher education training in applied behavior analysis. Findings indicate that NDBI strategies are a usable innovation for preschool teachers, yet targeted preservice and inservice training is warranted along with improved organizational factors to support NDBI uptake. Furthermore, open-ended survey responses provided a deeper understanding of social validity ratings and suggestions for NDBI-focused professional development.
引用
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页码:299 / 320
页数:22
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