Staff Training to Improve the Preschool Educational Environment
for Children with Special Needs

J 2025

Staff Training to Improve the Preschool Educational Environment for Children with Special Needs

TRYGGESTAD, Hege; Sigmund ELDEVIK; Svein EIKESETH; Børge STRØMGREN; Sheri Leigh KINGSDORF et al.

Základní údaje

Originální název

Staff Training to Improve the Preschool Educational Environment for Children with Special Needs

Autoři

TRYGGESTAD, Hege; Sigmund ELDEVIK; Svein EIKESETH; Børge STRØMGREN a Sheri Leigh KINGSDORF

Vydání

Behavior Analysis in Practice, New York, SPRINGER, 2025, 1998-1929

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50302 Education, special

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 1.700 v roce 2024

Označené pro přenos do RIV

Organizační jednotka

Pedagogická fakulta

DOI

https://doi.org/10.1007/s40617-025-01123-3

UT WoS

001642731900001

Klíčová slova anglicky

EIBI; Staff Training; Special Education; Teaching Environment; Learning Environment

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 10. 2. 2026 09:11, Mgr. Daniela Marcollová

Anotace

V originále

Ensuring high-quality general and special education in preschools is crucial for the positive development of at-risk children and children with special needs. However, recent reports suggest inconsistencies in general education quality and challenges in implementing special education support and early intensive behavioral intervention (EIBI). These results indicate that further training is needed to improve the quality of services for preschool children with special needs. The current study employed a delayed multiple probe design to evaluate a staff training program’s influence on the quality of general education, EIBI, and evocative situations in three inclusive preschool units. The intervention lasted 17 weeks, consisting of a 4-h post-baseline workshop and biweekly coaching with the entire staff group. The quality of the teaching and learning environment, measured by the Autism Program Environment Rating Scale (APERS-P-SE), improved in two preschools. We observed improvement in the quality of evocative situations with a large effect size, increased children’s response rate during lunch, improved EIBI quality, and good social validity. This indicates that using APERS-P-SE to establish objectives for inclusive practices and training the entire staff group with a focus on evocative situations may be one way to improve the implementation of EIBI and the quality of preschools’ teaching and learning environment.

Citovat

TRYGGESTAD, Hege; Sigmund ELDEVIK; Svein EIKESETH; Børge STRØMGREN a Sheri Leigh KINGSDORF. Staff Training to Improve the Preschool Educational Environment for Children with Special Needs. Behavior Analysis in Practice. New York: SPRINGER, 2025, 22 s. ISSN 1998-1929. Dostupné z: https://doi.org/10.1007/s40617-025-01123-3.

@article{2541833,
   author = {Tryggestad, Hege and Eldevik, Sigmund and Eikeseth, Svein and Strømgren, Børge and Kingsdorf, Sheri Leigh},
   article_location = {New York},
   doi = {https://doi.org/10.1007/s40617-025-01123-3},
   keywords = {EIBI; Staff Training; Special Education; Teaching Environment; Learning Environment},
   language = {eng},
   issn = {1998-1929},
   journal = {Behavior Analysis in Practice},
   title = {Staff Training to Improve the Preschool Educational Environment for Children with Special Needs},
   url = {https://link.springer.com/article/10.1007/s40617-025-01123-3},
   year = {2025}
}

TY  - JOUR
ID  - 2541833
AU  - Tryggestad, Hege - Eldevik, Sigmund - Eikeseth, Svein - Strømgren, Børge - Kingsdorf, Sheri Leigh
PY  - 2025
TI  - Staff Training to Improve the Preschool Educational Environment for Children with Special Needs
JF  - Behavior Analysis in Practice
PB  - SPRINGER
SN  - 19981929
KW  - EIBI
KW  - Staff Training
KW  - Special Education
KW  - Teaching Environment
KW  - Learning Environment
UR  - https://link.springer.com/article/10.1007/s40617-025-01123-3
N2  - Ensuring high-quality general and special education in preschools is crucial for the positive development of at-risk children and children with special needs. However, recent reports suggest inconsistencies in general education quality and challenges in implementing special education support and early intensive behavioral intervention (EIBI). These results indicate that further training is needed to improve the quality of services for preschool children with special needs. The current study employed a delayed multiple probe design to evaluate a staff training program’s influence on the quality of general education, EIBI, and evocative situations in three inclusive preschool units. The intervention lasted 17 weeks, consisting of a 4-h post-baseline workshop and biweekly coaching with the entire staff group. The quality of the teaching and learning environment, measured by the Autism Program Environment Rating Scale (APERS-P-SE), improved in two preschools. We observed improvement in the quality of evocative situations with a large effect size, increased children’s response rate during lunch, improved EIBI quality, and good social validity. This indicates that using APERS-P-SE to establish objectives for inclusive practices and training the entire staff group with a focus on evocative situations may be one way to improve the implementation of EIBI and the quality of preschools’ teaching and learning environment.
ER  -

TRYGGESTAD, Hege; Sigmund ELDEVIK; Svein EIKESETH; Børge STRØMGREN a Sheri Leigh KINGSDORF. Staff Training to Improve the Preschool Educational Environment for Children with Special Needs. \textit{Behavior Analysis in Practice}. New York: SPRINGER, 2025, 22 s. ISSN~1998-1929. Dostupné z: https://doi.org/10.1007/s40617-025-01123-3.

Přehled o publikaci