Training Supervisors in a Collaborative Team Approach to Promote Peer Interaction of Children With Disabilities in Integrated Preschools

Abstract

Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.

An empirical definition of clinical supervision

“…This process located 383 potential supervision reports for inclusion, of which N ¼ 24 satisfied the nine inclusion criteria. These studies were: Demchak and Browder (1990), Ducharme, Williams, Cummings, Murray, and Spencer (2001), Fleming, Oliver, and Bolton (1996), Gillam et al (1990), Hansebo and Kihlgren (2004), Harchik, Sherman, Sheldon, and Strouse (1992), Harkness (1995Harkness ( , 1997, Harkness and Hensley (1991), Hundert and Hopkins (1992), Jenson, Parsons, and Reid (1998), Methot, Williams, Cummings, and Bradshaw (1996) Schepis and Reid (1994), Shlomskas et al (2005) and Shore, Iwata, Vollmer, Lerman, and Zarcone (1995). These studies included 13 consultants, 72 supervisors, 499 supervisees and 711 patients.…”

A systematic review of effective cognitive‐behavioural supervision

“…It can be seen that data on the level of competence of the supervisors are lacking, even when the studies analysed experienced professional supervisors (e.g. Alpher, 1991 ;Friedlander, Siegel, & Brenock, 1989 ;Hundert & Hopkins, 1992). Instead, studies at best reported that the supervisors were`experienced ' or provided data on the supervisors' time in post (Parsons, Reid, & Green (1993, p. 173) stated that ¼ supervisors¼ had an average of 15 months experience ', for example).…”

Organizational Behavior Management in Early Intervention

“…Data for the Activities condition showcd a de- the use o f a lead teacher to maintain the more effcctive condition may be an important strategy for use in the organization o f center-based programs. Supervisor training and its effects on teachers and preschool children was reported by Hundert and Hopkins (1992). They used role playing, coaching, and feedback to prepare supervisors who subsequently worked with classroom and consultant teachers to alter child-centered interventions.…”