Professionals' Judgments of Peer Interaction Interventions: A Survey of Members of the Division for Early Childhood
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
We surveyed a sample of the membership of the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) with the Social Interaction Program Features Questionnaire-Revised (SIPFQ-R) to determine their judgments of the acceptability, feasibility, and current use of contemporary peer interaction intervention tactics and strategies. We analyzed resultant information descriptively and with MANOVA procedures. In addition, we collected respondents' perspectives about barriers to the implementation of social interaction interventions and the proportion of preschool children they believed could benefit from peer interaction interventions. Results indicated that DEC members judged a majority of social interaction intervention tactics and strategies as acceptable but members rated many of those interventions as less feasible and reported them to have relatively lower rates of use. We believe the findings indicate that a continuing research to practice gap exists for peer interaction interventions in early childhood special education (cf. Brown & Conroy, 2001). Given that gap, we call for targeted professional development activities focused on a range of social interaction intervention tactics and strategies and renewed research efforts to refine and develop teacher friendly intervention strategies for practitioners who work in community-based preschools.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it