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EVALUATION OF A SOCIAL INTERACTION COACHING PROGRAM IN AN INTEGRATED DAY‐CARE SETTING
Author(s) -
Hendrickson Jo M.,
Gardner Nancy,
Kaiser Ann,
Riley Ann
Publication year - 1993
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1993.26-213
Subject(s) - coaching , multiple baseline design , psychology , day care , social relation , developmental psychology , nursing , psychotherapist , social psychology , intervention (counseling) , medicine , psychiatry
We used a multiple baseline design across teachers (with a reversal phase for 1 teacher) to evaluate the direct and indirect effects of a structured coaching procedure on the teaching behaviors of 3 day‐care teachers. Structured coaching preceding daily caregiver routines resulted in (a) substantial increases in adult delivery of behavioral support of social interaction during group activities with 2‐ and 4‐year‐old children and (b) marked collateral increases in positive interactions of socially withdrawn children. Long‐term maintenance effects were demonstrated by both the teachers and target children, and social validity measures indicated that the teachers rated coaching very positively on several dimensions. The results are discussed in relation to in‐service training of day‐care staff, the concept of coaching as a setting event, and the dissemination of teaching technology related to social interaction of young children.