Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities. PPSI are important skills for early childhood teachers to learn. However, few studies have examined practical and meaningful strategies for supporting early childhood teachers in facilitating social interactions. A single-case multiple probe across participants design was used to evaluate the effectiveness of a brief training with ongoing email performance-based feedback on preservice early childhood teachers’ use of PPSI during free play. We identified functional relations among training plus general and specific performance-based feedback, teachers’ use of PPSI, and levels of child social interactions.

与有正常发育障碍的同龄人相比，处于患危险或被诊断为残疾的儿童从事同伴的互动和社交行为的频率和复杂性较低。包容性的幼儿教室是教师使用可促进残疾儿童和非残疾儿童之间的社会互动（PPSI）的实践的理想场所。PPSI是幼儿教师学习的重要技能。但是，很少有研究研究支持幼儿教师促进社会互动的实用且有意义的策略。一项针对参与者设计的单例多探针被用于评估简短培训的有效性，该培训基于持续的基于电子邮件性能的反馈，反馈了职前幼儿教师在免费游戏期间对PPSI的使用情况。