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在发育障碍的幼儿中在线响应式教学的有效性:试点研究
Jung Sook Yeom1,2, Jeongmee Kim3
1Department of Pediatrics, Gyeongsang National University of Hospital, Jinju, Korea.
Clinical and experimental pediatrics
|May 21, 2024
概括
在线响应式教学 (RT) 通过增强参与和减少问题行为,改善了残疾儿童的发展结果. 这种可访问的干预措施还减少了育儿压力,改善了父母与孩子的互动.
科学领域:
- 发展心理学 发展心理学
- 儿科干预 儿科干预
- 在线学习在线学习
背景情况:
- 响应式教学 (RT) 传统上需要亲自交付以获得最佳的发展结果.
- 随着COVID-19的流行,传统的面对面干预面临重大挑战.
- 调整干预措施以在线提供对于持续支持至关重要.
研究的目的:
- 评估在线响应式教学 (RT) 对发展障碍儿童的有效性.
- 评估家长对在线RT干预措施的接受度和满意度.
- 探索在线RT对儿童行为和亲子互动的影响.
主要方法:
- 韩国的一项试点研究涉及23个有发育问题的父母-子女二合体.
- 父母通过ZOOM接受了5个会议的在线RT干预,包括讲座和指导.
- 儿童行为,亲子互动和育儿压力在干预前和后被测量.
主要成果:
- 在线RT显著改善了关键儿童行为,如联合注意力和影响力.
- 干预后观察到整体问题行为减少.
- 父母报告说,育儿压力降低,互动行为改善,反应能力提高,指导力降低.
结论:
- 在线RT是对发育障碍儿童的有效和可接受的干预措施.
- 这种方法提供了可访问的支持,克服了面对面交付的局限性.
- 在线RT对孩子的成绩,亲子互动和母亲的压力水平产生了积极的影响.
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