D'Agostino Sophia R, Frost Kyle M
Utah State University, Department of Special Education and Rehabilitation Counseling, 1400 Old Main Hill, Logan, UT 84322.
University of Massachusetts Chan Medical School, Eunice Kennedy Shriver Center, 55 Lake Avenue North, S3-301, Worcester, MA 01655.
J Early Interv. 2025 Jun;47(2):127-147. doi: 10.1177/10538151241235613. Epub 2024 Mar 7.
Preschool classrooms serve children of varying abilities, including those who may benefit from social communication intervention. Research supports the use of naturalistic developmental behavioral interventions (NDBI) to effectively increase social communication skills of young children. Yet, little is known about preschool teachers' perspectives on and use of NDBI strategies. The purpose of this explanatory sequential mixed methods study was to integrate data from classroom observation, teacher self-report, and qualitative interviews to understand training and support needs for increasing implementation of NDBIs in a preschool classroom context. Eight preschool teachers provided a recording of an intervention session, self-reported their use of NDBI strategies, and participated in an interview to discuss their experiences. Results indicate preschool teacher participants perceive NDBI strategies favorably, although they may need targeted support understanding and using NDBI strategies. We discuss implications for practice that may support increased use of NDBIs by preschool teachers.
学前班教室服务于能力各异的儿童，包括那些可能从社交沟通干预中受益的儿童。研究支持使用自然主义发展行为干预（NDBI）来有效提高幼儿的社交沟通技能。然而，对于学前班教师对NDBI策略的看法和使用情况却知之甚少。这项解释性序列混合方法研究的目的是整合来自课堂观察、教师自我报告和定性访谈的数据，以了解在学前班课堂环境中增加NDBI实施的培训和支持需求。八位学前班教师提供了一次干预课程的记录，自我报告了他们对NDBI策略的使用情况，并参与了一次访谈以讨论他们的经历。结果表明，学前班教师参与者对NDBI策略评价良好，尽管他们在理解和使用NDBI策略方面可能需要有针对性的支持。我们讨论了可能支持学前班教师更多地使用NDBI的实践意义。
