Professionals' Judgments of Peer Interaction Interventions: A Survey of Members of the Division for Early Childhood

Autor/inn/en	West, Tracy Newman; Brown, William H.; Grego, John M.; Johnson, Robert
Titel	Professionals' Judgments of Peer Interaction Interventions: A Survey of Members of the Division for Early Childhood
Quelle	In: Journal of Early Intervention, 30 (2007) 1, S.36-54 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/105381510703000104
Schlagwörter	Intervention; Theory Practice Relationship; Preschool Children; Interpersonal Relationship; Interaction; Surveys; Early Childhood Education; Peer Relationship; Special Education; Preschool Education; Interpersonal Competence; Social Behavior; Pilot Projects + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Survey; Umfrage; Befragung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Peer-Beziehungen; Special needs education; Sonderpädagogik; Sonderschulwesen; Interpersonale Kompetenz; Social behaviour; Soziales Verhalten; Pilot project; Modellversuch; Pilotprojekt
Abstract	We surveyed a sample of the membership of the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) with the Social Interaction Program Features Questionnaire-Revised (SIPFQ-R) to determine their judgments of the acceptability, feasibility, and current use of contemporary peer interaction intervention tactics and strategies. We analyzed resultant information descriptively and with MANOVA procedures. In addition, we collected respondents' perspectives about barriers to the implementation of social interaction interventions and the proportion of preschool children they believed could benefit from peer interaction interventions. Results indicated that DEC members judged a majority of social interaction intervention tactics and strategies as acceptable but members rated many of those interventions as less feasible and reported them to have relatively lower rates of use. We believe the findings indicate that a continuing research to practice gap exists for peer interaction interventions in early childhood special education (cf. Brown & Conroy, 2001). Given that gap, we call for targeted professional development activities focused on a range of social interaction intervention tactics and strategies and renewed research efforts to refine and develop teacher friendly intervention strategies for practitioners who work in community-based preschools. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10