Publication details
Staff Training to Improve the Preschool Educational Environment for Children With Special Needs
| Authors | |
|---|---|
| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
| Citation | |
| Description | In recent years, there have been reports of inconsistent quality in general education and challenges in implementing special education support and Early Intensive Behavioral Intervention (EIBI). These results indicate that staff training is needed to improve the quality of services for children with special needs attending preschool. This study employs a delayed multiple baseline design to evaluate a staff training program's influence on the quality of general education, EIBI, and learning opportunities (learn units) in three inclusive preschool units. The intervention period was 17 weeks, consisting of a 4-hour post-baseline workshop followed by bi-weekly coaching with the entire staff group in the unit. The results showed an increase in the number of learn units with an effect size ranging from medium to large and improved EIBI quality. The quality of general education, measured by the Autism Program Environment Rating Scale (APERS-P-SE), improved in each preschool from baseline to posttest and on to follow-up. Promising results and assessment of staff social validity indicate that staff training with the entire staff group, using APERS-P-SE, and focusing on learn units may be one way to improve the implementation of EIBI and the general quality in preschools. |