title: Training student teachers to reposition infants frequently.
abstract: We evaluated the effects of an intervention designed to increase the variety of positions experienced by infants in a child-care setting. Six student teachers were trained, using a multicomponent intervention, to reposition infants according to a chart. The intervention was successful in increasing the mean percentage of correct position changes made by all 6 student teachers, and performance gains by 3 student teachers persisted when supervisor feedback was briefly removed.
authors.affiliation: University of Kansas, Lawrence 66045, USA.
authors.forename: Nicole M
authors.initials: NM
authors.lastname: Cotnoir-Bichelman
authors.forename: Rachel H
authors.initials: RH
authors.lastname: Thompson
authors.forename: Paige M
authors.initials: PM
authors.lastname: McKerchar
authors.forename: Jessica L
authors.initials: JL
authors.lastname: Haremza
mesh_terms: D002656:Child Day Care Centers; D003479:Curriculum; D004314:Down Syndrome / Q000523:psychology / Q000628:therapy; D005246:Feedback; D005260:Female; D006801:Humans; D007223:Infant; D007224:Infant Care / Q000379:methods*; D007318:Inservice Training; D008297:Male; D010988:Play and Playthings; D011187:Posture; D016684:Prone Position; D012890:Sleep; D016683:Supine Position; D013663:Teaching; D014851:Wakefulness