%0 Journal Article %1 Hendrickson1993 %A Hendrickson, J. M. %A Gardner, N. %A Kaiser, A. %A Riley, A. %D 1993 %J J Appl Behav Anal %K Adult; Attention Deficit Disorder with Hyperactivity; Behavior Therapy; Cerebral Palsy; Child Day Care Centers; Child, Preschool; Disabled Persons; Education of Mentally Retarded; Female; Humans; Interpersonal Relations; Male; Mental Retardation; Peer Group; Shyness %N 2 %P 213--225 %R 10.1901/jaba.1993.26-213 %T Evaluation of a social interaction coaching program in an integrated day-care setting. %U http://dx.doi.org/10.1901/jaba.1993.26-213 %V 26 %X We used a multiple baseline design across teachers (with a reversal phase for 1 teacher) to evaluate the direct and indirect effects of a structured coaching procedure on the teaching behaviors of 3 day-care teachers. Structured coaching preceding daily caregiver routines resulted in (a) substantial increases in adult delivery of behavioral support of social interaction during group activities with 2- and 4-year-old children and (b) marked collateral increases in positive interactions of socially withdrawn children. Long-term maintenance effects were demonstrated by both the teachers and target children, and social validity measures indicated that the teachers rated coaching very positively on several dimensions. The results are discussed in relation to in-service training of day-care staff, the concept of coaching as a setting event, and the dissemination of teaching technology related to social interaction of young children.

@article{Hendrickson1993, abstract = {We used a multiple baseline design across teachers (with a reversal phase for 1 teacher) to evaluate the direct and indirect effects of a structured coaching procedure on the teaching behaviors of 3 day-care teachers. Structured coaching preceding daily caregiver routines resulted in (a) substantial increases in adult delivery of behavioral support of social interaction during group activities with 2- and 4-year-old children and (b) marked collateral increases in positive interactions of socially withdrawn children. Long-term maintenance effects were demonstrated by both the teachers and target children, and social validity measures indicated that the teachers rated coaching very positively on several dimensions. The results are discussed in relation to in-service training of day-care staff, the concept of coaching as a setting event, and the dissemination of teaching technology related to social interaction of young children.}, added-at = {2014-07-19T20:20:52.000+0200}, author = {Hendrickson, J. M. and Gardner, N. and Kaiser, A. and Riley, A.}, biburl = {https://www.bibsonomy.org/bibtex/2fa2d1e777a1460893b338b785812defe/ar0berts}, doi = {10.1901/jaba.1993.26-213}, groups = {public}, interhash = {69ecc25eadbdf4c62bc9dea54171d85e}, intrahash = {fa2d1e777a1460893b338b785812defe}, journal = {J Appl Behav Anal}, keywords = {Adult; Attention Deficit Disorder with Hyperactivity; Behavior Therapy; Cerebral Palsy; Child Day Care Centers; Child, Preschool; Disabled Persons; Education of Mentally Retarded; Female; Humans; Interpersonal Relations; Male; Mental Retardation; Peer Group; Shyness}, number = 2, pages = {213--225}, pmid = {8331018}, timestamp = {2014-07-19T20:20:52.000+0200}, title = {Evaluation of a social interaction coaching program in an integrated day-care setting.}, url = {http://dx.doi.org/10.1901/jaba.1993.26-213}, username = {ar0berts}, volume = 26, year = 1993 }