ArticleJournal of early intervention2025
Preschool Teachers' Perceptions and Use of Naturalistic Developmental Behavioral Intervention Strategies: An Explanatory Sequential Mixed Methods Investigation.
Article in Journal of early intervention, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Play-Based Naturalistic Augmentative and Alternative Communication (AAC) Intervention: Educator Fidelity and Effects on Communication and Peer Interactions.Behavioral sciences (Basel, Switzerland) · 2026Article
- Exploring Teachers' Familiarity and Perceptions of Preference Assessments.Behavior analysis in practice · 2026Article
- Research on the manifestations and key factors of digital competence of China's preschool teachers.Frontiers in psychology · 2026Article
- Preschool Teachers' Perceptions and Use of Naturalistic Developmental Behavioral Intervention Strategies: An Explanatory Sequential Mixed Methods Investigation.Journal of early intervention · 2025Article
- Exploring the Social Validity and Diffusion Potential of Common Naturalistic Developmental Behavioral Intervention Strategies Implemented in Community Preschools.Behavioral sciences (Basel, Switzerland) · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
Preschool classrooms serve children of varying abilities, including those who may benefit from social communication intervention. Research supports the use of naturalistic developmental behavioral interventions (NDBI) to effectively increase social communication skills of young children. Yet, little is known about preschool teachers' perspectives on and use of NDBI strategies. The purpose of this explanatory sequential mixed methods study was to integrate data from classroom observation, teacher self-report, and qualitative interviews to understand training and support needs for increasing implementation of NDBIs in a preschool classroom context. Eight preschool teachers provided a recording of an intervention session, self-reported their use of NDBI strategies, and participated in an interview to discuss their experiences. Results indicate preschool teacher participants perceive NDBI strategies favorably, although they may need targeted support understanding and using NDBI strategies. We discuss implications for practice that may support increased use of NDBIs by preschool teachers.
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Registered trials
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