dc.contributor.author | Russo, Irene | |
dc.date.accessioned | 2022-10-28T11:25:09Z | |
dc.date.available | 2022-10-28T11:25:09Z | |
dc.date.issued | 2021-07-20 | |
dc.identifier.uri | http://elea.unisa.it:8080/xmlui/handle/10556/6225 | |
dc.identifier.uri | http://dx.doi.org/10.14273/unisa-4313 | |
dc.description | 2019 - 2020 | it_IT |
dc.description.abstract | Naturalistic developmental behavioral interventions (NDBIs) are evidence-based
approaches for children with a diagnosis of Autism Spectrum Disorder (ASD); they
integrate applied behavior analysy and developmental sciences (Schreibman et al., 2015).
NDBIs are well suited for inclusive early childhood education classrooms because they
are designed for use in natural settings to teach developmentally appropriate skills with
behavioral strategies (Schreibman et al., 2015). Although NDBI approaches are
recommended for use in Early Childhood Education (ECE) and are considered evidencebased,
several factors impact the implementation of NDBIs in inclusive classrooms.
Professional development is one of the key elements to assure those competent teachers
can implement NDBI for children with autism in a regular classroom.
In the past decade, great emphasis has been given to implementation science as a
field of research that can promote the adoption of Evidence-Based Practices (EBPs) in
Special Education. Comprehensive implementation frameworks and multilevel strategies
are needed to sustain EBPs implementation and address a series of variables that might
affect the success of the program in a school context (Cook & Odom, 2013). However,
little is known about the processes to implement these practices within an inclusive
framework.
The purpose of our mixed-methods concurrent study is twofold: 1) to document
the application of the Active Implementation Frameworks (AIFs) strategies in the ECE
system for teachers’ professional development; 2) to provide data about the application of
AIFs in promoting NDBIs implementation in inclusive early education classrooms... [edited by Author] | it_IT |
dc.language.iso | en | it_IT |
dc.publisher | Universita degli studi di Salerno | it_IT |
dc.subject | Autism Group-based | it_IT |
dc.subject | Early Start Denver Model | it_IT |
dc.subject | Implementatione science | it_IT |
dc.title | Implementation of naturalistic developmental behavioral intervention in inclusive preschool: a case study on the group-based Early Start Denver Model teacher professional development | it_IT |
dc.type | Doctoral Thesis | it_IT |
dc.subject.miur | M-PED/03 DIDATTICA E PEDAGOGIA SPECIALE | it_IT |
dc.contributor.coordinatore | Fimiani, Filippo | it_IT |
dc.description.ciclo | XXXIII ciclo | it_IT |
dc.contributor.tutor | Aiello, Paola | it_IT |
dc.identifier.Dipartimento | Scienze umane, filosofiche e della formazione | it_IT |