Embedding individualized social goals into routine activities in inclusive early childhood classrooms
| Autor: | Diane Bricker, Marisa Macy |
|---|---|
| Rok vydání: | 2007 |
| Předmět: |
Medical education
Social Psychology education Applied psychology behavioral disciplines and activities Pediatrics Circle time Interpersonal relationship Social skills Intervention (counseling) Developmental and Educational Psychology Embedding Social competence Early childhood Psychology Inclusion (education) |
| Zdroj: | Early Child Development and Care. 177:107-120 |
| ISSN: | 1476-8275 0300-4430 |
| DOI: | 10.1080/03004430500337265 |
| Popis: | This study examined the effectiveness of embedding children’s social goals into routine activities within inclusive preschool classroom settings. An AB (i.e. baseline and intervention) single‐subject design was used across three male participants with identified disabilities. Three student‐teachers, enrolled in a master’s program at a university, implemented the intervention by embedding children’s social goals into classroom routines (e.g. circle time). Social competency increased for all three boys, and social skills improved on the selected social goals that were embedded into classroom routines. The results suggest that the embedding strategy may offer an effective approach for individualizing social skills intervention in preschool classrooms. |
| Databáze: | OpenAIRE |
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