在合作中,什么才有效? 确定改善学校服务供应的关键要素
Tim DeLuca1, Rouzana Komesidou1, Richard Pelletier
1MGH Institute of Health Professions, Boston, MA.
Language, speech, and hearing services in schools
|September 5, 2023
概括
加强语言障碍儿童的专业间合作,取决于专业人员的知识和合作态度. 增加个人学习和积极的信念显著提高了学校的协作实践.
科学领域:
- 语音和语言病理学 语言病理学
- 教育心理学教育心理学
- 学校管理局 学校管理局
背景情况:
- 跨专业的合作对于支持有口头和书面语言障碍的儿童至关重要.
- 了解影响学校专业人员之间的合作因素对于有效的服务提供至关重要.
研究的目的:
- 检查影响语言障碍儿童学校专业间合作的因素.
- 研究了知识,协作信念,实践和资源的作用.
主要方法:
- 对319名学校专业人员进行了调查.
- 通过在不同专业角色中进行组间比较来分析数据.
主要成果:
- 与其他群体相比,特殊教育工作者对语言障碍的知识更高.
- 独立学习与知识正相关;协作信念与资源和专业学习相关.
- 积极的协作信念预测了增加的协作行为.
结论:
- 更高的个人学习和积极的协作态度增强了支持语言障碍儿童的团队的跨专业实践.
- 专注于专业发展以培养知识和积极态度可以改善合作.
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