在学校的合作伙伴中进行沟通培训:可行性,可接受性和可用性
Gazi F Azad1,2, Isabella Taormina3, Victoria Herrera4
1Heilbrunn Department of Population and Family Health, Mailman School of Public Health, Columbia University Medical Center.
概括
家长和老师发现学校谈话沟通培训对于自闭症儿童来说是可行的和可以接受的. 这种方法显示了改善家长教师沟通和减少儿童担忧的早期迹象.
科学领域:
- 发展心理学 发展心理学
- 临床心理学 临床心理学
- 特殊教育 特殊教育
背景情况:
- 学校合作伙伴模式促进了自闭症儿童的家长和教师之间的合作.
- 基于证据的实践 (EBP) 对于在家庭和学校环境中支持自闭症儿童至关重要.
- 加强家长和老师之间的沟通可能会扩大协作咨询模式的有效性.
研究的目的:
- 为了评估家长和教师的经验与学校谈话沟通培训.
- 检查学校合作伙伴模式与学校谈话相结合时的临床结果.
- 评估学校演讲的可行性,可接受性和可用性.
主要方法:
- 一个咨询模式 (学校的合作伙伴) 被调整,结合了家长教师沟通培训 (学校谈话).
- 参与者包括21名被诊断患有自闭症的学龄前至一年级儿童的家长教师二元组 (N=42).
- 收集了参与者与学校谈话的经验和临床结果的数据.
主要成果:
- 父母和老师都报告说,学校谈话是可行的和可以接受的.
- 父母比教师更高地评价了学校谈话的可用性.
- 初步证据表明,这种综合方法可能会改善家长与老师的沟通,并减少孩子的担忧.
结论:
- 学校谈话是对学校合作伙伴模式的可行和可接受的补充,用于支持患有自闭症的儿童.
- 综合方法显示了增强沟通和减少行为问题潜力.
- 进一步的研究是有必要的,以证实合作伙伴在学校与学校谈话的有效性.
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