Professional Development Improves Teachers' Embedded Instruction and Children's Outcomes in a Chinese Inclusive Preschool
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| Title: | Professional Development Improves Teachers' Embedded Instruction and Children's Outcomes in a Chinese Inclusive Preschool |
|---|---|
| Language: | English |
| Authors: | Jun Ai (ORCID |
| Source: | Journal of Behavioral Education. 2024 33(2):374-395. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Faculty Development, Preschool Teachers, Inclusion, Teaching Methods, Individualized Instruction, Students with Disabilities, Autism Spectrum Disorders, Behavioral Objectives, Foreign Countries |
| Geographic Terms: | China |
| DOI: | 10.1007/s10864-022-09490-5 |
| ISSN: | 1053-0819 1573-3513 |
| Abstract: | This study examined the effects of a professional development (PD) intervention on inservice teachers' use of embedded instruction practices within inclusive preschool classrooms. The results of a multiple baseline across participants design suggested the PD intervention was effective in increasing teachers' implementation fidelity of embedded instruction learning trials (EILTs) to address individualized learning objectives of preschoolers with autism spectrum disorder. Teachers generalized and maintained their use of EILTs to novel children with disabilities within novel settings during follow-up sessions three months after the PD ended. Positive outcomes of individualized learning objectives were also observed across children. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428237 |
| Database: | ERIC |
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| Abstract: | This study examined the effects of a professional development (PD) intervention on inservice teachers' use of embedded instruction practices within inclusive preschool classrooms. The results of a multiple baseline across participants design suggested the PD intervention was effective in increasing teachers' implementation fidelity of embedded instruction learning trials (EILTs) to address individualized learning objectives of preschoolers with autism spectrum disorder. Teachers generalized and maintained their use of EILTs to novel children with disabilities within novel settings during follow-up sessions three months after the PD ended. Positive outcomes of individualized learning objectives were also observed across children. |
|---|---|
| ISSN: | 1053-0819 1573-3513 |
| DOI: | 10.1007/s10864-022-09490-5 |
