准教育者和教师与其自闭症学生的关系
Narmene Hamsho1, Melissa Collier-Meek2, Hayley McAvoy3
1School of Psychology and Counseling, Fairleigh Dickinson University, 1000 River Road, T-WH1-01, Teaneck, NJ 07666, USA.
Journal of school psychology
|June 14, 2024
概括
准教育工作者报告说,与自闭症学生的关系紧张,冲突和依赖程度较高. 课堂经验较少的年份有助于这种压力,突出了需要系统支持的需要.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
- 儿童心理学 儿童心理学
背景情况:
- 自闭症学生经常经历与教师的紧张关系.
- 自闭症学生和准教育工作者之间的关系质量研究不足.
- 准教师在支持自闭症学生在包容性教室中至关重要.
研究的目的:
- 为了检查教师和小学年龄的自闭症学生之间的关系质量.
- 将教师报告的关系质量与教师报告的关系质量进行比较.
- 识别导致这些关系质量的因素.
主要方法:
- 调查数据从171名教师和28名准教师收集,涉及他们与自闭症学生 (智商≥50,年龄4-8岁) 的关系.
- 量化分析比较准教育者和教师关于关系质量 (亲密,冲突,依赖) 的报告.
- 间接效应分析,以探索准教育者经验的作用.
主要成果:
- 与规范数据相比,教师报告与自闭症学生的整体关系质量明显较低.
- 与教师相比,教师报告显示冲突和依赖程度更高,但与教师相似的亲密关系.
- 准教育工作者在课堂上经验较少的年份间接解释了较高的冲突水平.
结论:
- 与自闭症儿童的教师-学生关系的特点是独特的挑战,包括更高的冲突.
- 系统因素,如经验有限,可能会导致教师与学生关系紧张.
- 学校心理学家和特殊教育团队应实施咨询框架,以支持准教育者并加强这些关系.
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