Differential Effects of Peer Presence Variations During Embedded Instruction for Preschoolers with Intensive Needs|学龄前教育数据集|教学效果评估数据集

This study used a single-case parallel treatments design to compare the effects of embedded instruction when provided with peers present and peers absent in an inclusive preschool classroom. Three children exhibiting delays across multiple domains of development participated. Results indicated that both peer presence variations were effective, but neither was consistently superior for any examined outcome measure. Implications of this finding suggest that when teachers plan for embedded instruction, concerns and considerations about the presence of peers may not be warranted for some children. For teachers working in classrooms with high staff to child ratios, this finding may be particularly welcomed given assumed difficulties in planning for and conducting one-on-one instruction with limited adult support to oversee large numbers of children engaged in other activities. Additional implications and future research needs are discussed.

De-identified data are available for review to ensure the integrity of the study. Per the requirements of the Institutional Review Board that approved this study and the data sharing guidelines to which study participants consented, these data may not be used for a future research study.

本研究采用单一案例平行处理设计，旨在对比在融合幼儿园课堂中，同伴在场与不在场时嵌入式教学的效应。参与研究的幼儿在多个发展领域表现出发展迟缓。研究结果表明，无论是同伴在场还是不在场，嵌入式教学均有效，但均未在所有考察的成果衡量标准上显示出持续的优越性。这一发现的意义在于，教师在规划嵌入式教学时，对于同伴在场与否的担忧可能对于某些儿童来说并非必要。对于在师生比例较高、成人支持有限且需监督大量儿童从事其他活动的课堂中工作的教师而言，这一发现可能尤为受欢迎，因为在此类环境中，制定和执行一对一教学计划往往面临困难。此外，还讨论了其他影响和未来的研究需求。去识别化的数据可供审查，以确保研究的完整性。根据批准本研究的机构审查委员会的要求以及研究参与者同意的数据共享指南，这些数据不得用于未来的研究项目。