Children with or at risk of disabilities engage in fewer and less complex social interactions (SIs) than their typically developing peers. The playground is an ideal setting for teachers to promote SIs among children. However, few studies have examined practical and meaningful strategies for supporting teachers in effectively facilitating SIs. Also, there is a critical dearth of research examining classroom practices for infants and toddlers. A single-case multiple probe design was used to evaluate the effectiveness of a brief training and email performance feedback on toddler teachers’ SI prompts on the playground. Results indicated functional relations between training plus general and specific feedback, teachers’ use of SI prompts, and levels of child SIs.

中文翻译：

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指导老师促进与幼儿的社交互动

与有发育障碍的儿童相比，有残疾或有残疾风险的儿童进行的社交互动（SI）越来越少。操场是教师在儿童中提升社会性别指数的理想场所。但是，很少有研究研究支持教师有效促进SI的实用且有意义的策略。而且，缺乏研究婴幼儿课堂实践的研究。单例多探针设计用于评估简短培训的有效性，以及有关幼儿教师在操场上的SI提示的电子邮件性能反馈。结果表明培训与一般和特定反馈，教师对SI提示的使用以及儿童SI的水平之间的功能关系。