Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education.
Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems in the United States. This article id...
| Published in: | Topics in Early Childhood Special Education Vol. 44; no. 1; pp. 45 - 58 |
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| Main Authors: | , , , , , , , , , , , , |
| Format: | tables/charts Journal Article |
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Sage Publications Inc.
May2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177081770&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177081770 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02711214 TCS jtl: Topics in Early Childhood Special Education issn: 02711214 maglogo: N pubinfo: dt: May2024 vid: 44 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 177081770 173881776 177081770 177081770 10.1177/02711214231213285 177081770 ppf: 45 ppct: 13 formats: tig: atl: Bridging Priorities Between Naturalistic Developmental Behavioral Interventions for Autism and Educational Practice in Inclusive Early Childhood Education. aug: au: Siller, Michael Landa, Rebecca Vivanti, Giacomo Ingersoll, Brooke Jobin, Allison Murphy, Molly Pellecchia, Melanie Boyd, Brian D'Agostino, Sophia Zierhut Ursu, Cynthia Stapel-Wax, Jennifer Fuhrmeister, Sally Morgan, Lindee affil: Department of Pediatrics, Emory University School of Medicine sug: subj: Early Childhood Intervention Education Autism Spectrum Disorder Behavior Therapy In Infancy and Childhood Teaching Methods In Infancy and Childhood Organizational Culture Conceptual Framework Learning Environment Child Motivation Patient Participation Learning Methods Implementation Science Persons with Disabilities Community Role Family Support Academic Performance Evaluation Child Development Education Stakeholder Participation Strategic Planning Goals and Objectives Child: 6-12 years ab: Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems in the United States. This article identifies priorities, principles, and practices that are shared across the NDBI and ECE frameworks, unique to each framework but compatible with the other, or in conflict. Both frameworks support converging inclusive ECE models focused on autism in that they are both grounded in responsive relationships, natural learning environments, and strategies to promote children's motivation and active engagement. While compatible in general, each framework extends the other in important ways. For example, NDBI goes beyond the ECE frameworks by focusing on a more fine-grained examination of learning strategies and targets. Opportunities for bridging gaps are identified, including the use of implementation science frameworks to integrate perspectives from different stakeholder groups, supporting the scale-up of inclusion preschools in community settings. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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