Instructional Approaches That Promote Positive Social Outcomes for Young Children: A Historical Review of Single-Case Design Research

Autor/inn/en	Steed, Elizabeth A.; Barton, Erin E.; Strain, Phillip S.
Titel	Instructional Approaches That Promote Positive Social Outcomes for Young Children: A Historical Review of Single-Case Design Research
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 3, S.201-213 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720916717
Schlagwörter	Teaching Methods; Social Development; Outcomes of Education; Young Children; Educational History; Intervention; Educational Trends; Literature Reviews; Educational Environment; Students with Disabilities + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Entwicklung; Lernleistung; Schulerfolg; Frühe Kindheit; History of education; Bildungsgeschichte; Bildungsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	This historical review explores the development of the literature base of single-case intervention research associated with the promotion of social outcomes for young children under the age of 9. Research studies are included from the seminal study conducted in 1956, continuing through 2019. Trends and patterns in study components are noted, such as changes over time in participant populations and the use of natural versus segregated and clinic settings. The evolution of research using particular social interventions is described as well as the various intervention agents used to impact social dependent variables across decades. Future research implications are discussed, including understudied components of social competence, the contextual variables that impact fidelity of implementation, and the need for continued research in natural settings using evidence-based social interventions that also are culturally and linguistically relevant for diverse and inclusive early learning settings. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01