Hendrickson J M, Gardner N, Kaiser A, Riley A
University of Iowa.
J Appl Behav Anal. 1993 Summer;26(2):213-25. doi: 10.1901/jaba.1993.26-213.
We used a multiple baseline design across teachers (with a reversal phase for 1 teacher) to evaluate the direct and indirect effects of a structured coaching procedure on the teaching behaviors of 3 day-care teachers. Structured coaching preceding daily caregiver routines resulted in (a) substantial increases in adult delivery of behavioral support of social interaction during group activities with 2- and 4-year-old children and (b) marked collateral increases in positive interactions of socially withdrawn children. Long-term maintenance effects were demonstrated by both the teachers and target children, and social validity measures indicated that the teachers rated coaching very positively on several dimensions. The results are discussed in relation to in-service training of day-care staff, the concept of coaching as a setting event, and the dissemination of teaching technology related to social interaction of young children.
我们采用了跨教师的多基线设计（对1名教师采用了反转阶段）来评估结构化指导程序对3名日托教师教学行为的直接和间接影响。在日常照顾者常规活动之前进行结构化指导，结果是：(a) 在与2岁和4岁儿童的小组活动中，成人对社交互动的行为支持显著增加；(b) 社交退缩儿童的积极互动明显附带增加。教师和目标儿童都表现出长期维持效应，社会效度测量表明教师在几个维度上对指导给予了非常积极的评价。我们将结合日托工作人员的在职培训、作为背景事件的指导概念以及与幼儿社交互动相关的教学技术传播来讨论这些结果。
