使用足球训练的服务学习计划对发展障碍儿童的情绪和行为问题的影响
Huan Meng1, Yonghwan Kim1, Kyujin Lee2,3
1Department of Physical Education, Gangneung-Wonju National University, Gangneung 25457, Republic of Korea.
Children (Basel, Switzerland)
|April 27, 2024
概括
一个为期12周的服务学习炼计划对发展障碍儿童的情绪和行为问题产生了积极的影响. 该计划改善了内部化问题,注意力和个人调整,提供了一种新的干预方法.
科学领域:
- 发展心理学 发展心理学
- 特殊教育 特殊教育
- 行为科学 行为科学
背景情况:
- 发育障碍儿童经常面临社会互动挑战,导致情绪和行为问题.
- 早期干预对于解决幼儿这些问题至关重要.
- 服务学习练习计划为治疗干预提供了潜在的途径.
研究的目的:
- 评估12周服务学习练习计划对发展障碍儿童情绪和行为问题的有效性.
- 为了比较参与该计划的儿童与对照组的结果.
- 确定在情绪和行为领域需要改进的具体领域.
主要方法:
- 与18名发展障碍儿童 (SLG组) 实施了一项为期12周的服务学习练习计划.
- 一个由18名发展障碍儿童组成的对照组 (非SLG) 并没有参加该计划.
- 韩国儿童行为评估系统-2 (K-BASC-2) 用于课程前后的评估.
- 使用双向重复测量ANOVA来分析数据.
主要成果:
- 在SLG组显示显著的积极内化问题行为在情感领域 (F = 4.291,p = 0.011).
- 在SLG组内观察到注意力缺陷/多动性 (F = 4.761,p = 0.012) 的改善.
- 此外,SLG组也表现出更强的个人调整能力 (F = 4.116,p = 0.023).
结论:
- 参与服务学习练习计划导致有发展障碍的儿童在情绪和行为问题上的积极变化.
- 这些发现表明,服务学习练习计划可以成为有益的干预策略.
- 对这些针对发育障碍儿童的计划进行进一步的研究是有必要的.
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