Coaching Teachers to Promote Social Interactions with Toddlers

Autor/inn/en	O'Flaherty, Celia; Barton, Erin E.; Winchester, Claire; Domingo, Maddisen
Titel	Coaching Teachers to Promote Social Interactions with Toddlers
Quelle	In: Journal of Positive Behavior Interventions, 21 (2019) 4, S.199-212 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300719851794
Schlagwörter	Coaching (Performance); Toddlers; At Risk Persons; Early Childhood Teachers; Playgrounds; Feedback (Response); Preschool Children; Interpersonal Competence; Teacher Improvement; Teacher Behavior; Prompting; Program Effectiveness; Electronic Mail; Disabilities; Peer Relationship; Interaction; Tennessee + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Risikogruppe; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Playground; Spielplatz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Teacher behaviour; Lehrerverhalten; Benutzerführung; Elektronischer Briefkasten; Handicap; Behinderung; Peer-Beziehungen; Interaktion
Abstract	Children with or at risk of disabilities engage in fewer and less complex social interactions (SIs) than their typically developing peers. The playground is an ideal setting for teachers to promote SIs among children. However, few studies have examined practical and meaningful strategies for supporting teachers in effectively facilitating SIs. Also, there is a critical dearth of research examining classroom practices for infants and toddlers. A single-case multiple probe design was used to evaluate the effectiveness of a brief training and email performance feedback on toddler teachers' SI prompts on the playground. Results indicated functional relations between training plus general and specific feedback, teachers' use of SI prompts, and levels of child SIs. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06