Abstract:
:Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.
journal_name
J Appl Behav Analjournal_title
Journal of applied behavior analysisauthors
Hundert J,Hopkins Bdoi
10.1901/jaba.1992.25-385keywords:
subject
Has Abstractpub_date
1992-07-01 00:00:00pages
385-400issue
2eissn
0021-8855issn
1938-3703journal_volume
25pub_type
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pub_type: 杂志文章
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更新日期:1995-04-01 00:00:00
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pub_type: 杂志文章
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