There is a need for research that evaluates the effectiveness of early intervention when delivered in inclusive preschools. In this study, 3 regular preschool teachers were trained to use the Early Start Denver Model with a child with autism spectrum disorder who attended an inclusive preschool. Each teacher worked with 1 child. Teachers received eleven 60-min coaching sessions based on an adapted version of the Early Start Denver Model's parent coaching program. A multiple baseline across participants design was used to evaluate effectiveness in terms of teachers' use of the early intervention techniques and children's levels of participation, imitation, and communication. Data were collected via weekly 10-min video recordings, with 3 follow-up probes conducted 11 weeks following intervention. Teachers improved in their use of early intervention techniques, and children demonstrated improved levels of active participation, but results for child imitation and communication were mixed. Positive results were generally maintained at follow-up. This study provides preliminary support for the effectiveness and feasibility of using a modified coaching program to train preschool teachers to use early intervention techniques from the Early Start Denver Model.

中文翻译：

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评估为患有自闭症谱系障碍的学龄前儿童提供早期干预计划的简短教师辅导计划

需要开展研究，评估在包容性学前班实施的早期干预的有效性。在这项研究中，3 名普通学前教师接受了培训，让他们对一名就读于包容性学前班的自闭症谱系障碍儿童使用 Early Start Denver 模式。每位老师与 1 个孩子一起工作。教师接受了 11 次 60 分钟的辅导课程，这些课程基于早期开始丹佛模式的家长辅导计划的改编版本。跨参与者设计的多基线用于评估教师使用早期干预技术和儿童参与、模仿和交流水平的有效性。通过每周 10 分钟的视频记录收集数据，并在干预后 11 周进行 3 次后续调查。教师在使用早期干预技术方面有所改进，儿童的积极参与水平有所提高，但儿童模仿和交流的结果好坏参半。积极的结果在后续行动中普遍保持。本研究为使用修改后的辅导计划培训学前班教师使用早期开始丹佛模式中的早期干预技术的有效性和可行性提供初步支持。