TRAINING STUDENT TEACHERS TO REPOSITION INFANTS FREQUENTLY

We evaluated the effects of an intervention designed to increase the variety of positions experienced by infants in a child‐care setting. Six student teachers were trained, using a multicomponent intervention, to reposition infants according to a chart. The intervention was successful in increasing...

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Veröffentlicht in:	Journal of applied behavior analysis 2006, Vol.39 (4), p.489-494
Hauptverfasser:	Cotnoir-Bichelman, Nicole M., Thompson, Rachel H., McKerchar, Paige M., Haremza, Jessica L.
Format:	Artikel
Sprache:	eng
Schlagworte:	Babies Biological and medical sciences Changes Child Care Centers Child Day Care Centers Child development Children & youth Classrooms Curriculum Data collection Developmental disabilities Developmental psychology Down syndrome Down Syndrome - psychology Down Syndrome - therapy Educational psychology Feedback Female flattened head Fundamental and applied biological sciences. Psychology Guidelines Humans Infant Infant Care - methods Infant Mortality infant positioning Infants Inservice Training Intervention Male Newborn. Infant Observation Physical therapists Play and Playthings Posture Prone Position Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology self-recording SIDS Sleep Stomach Student Teachers Student teaching Sudden infant death syndrome Supervisors Supine Position Teacher teacher training Teaching Undergraduate Students Wakefulness Young Children
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Beschreibung
Zusammenfassung:	We evaluated the effects of an intervention designed to increase the variety of positions experienced by infants in a child‐care setting. Six student teachers were trained, using a multicomponent intervention, to reposition infants according to a chart. The intervention was successful in increasing the mean percentage of correct position changes made by all 6 student teachers, and performance gains by 3 student teachers persisted when supervisor feedback was briefly removed.
ISSN:	0021-8855 1938-3703
DOI:	10.1901/jaba.2006.9-06