解锁洞察力:探索学校远程辅导员的个人资料
Hannah Douglass1,2, Joneen Lowman1, Zitsi Mirakhur2
1Department of Rehabilitation Sciences, University of Kentucky, Lexington.
Language, speech, and hearing services in schools
|October 4, 2024
概括
学校的远程辅导员对于远程治疗至关重要,但缺乏标准化的培训和角色. 这种变化会影响计划的可持续性和人员配置,强调需要在物理,职业和语言治疗方面制定更明确的指导方针.
科学领域:
- 教育中的远程实践
- 盟友卫生专业人员的角色
- 远程医疗实施科学 远程医疗实施科学
背景情况:
- 基于学校的远程辅导员对于远程实践的成功至关重要,但研究不足.
- 它们的不同角色和缺乏标准化配置文件阻碍了研究和可持续的程序开发.
- 了解远程辅助器的特点是优化远程治疗服务提供的关键.
研究的目的:
- 描述美国学校远程辅导员的典型形象和准备情况.
- 确定有助于可持续远程实践计划的特征.
- 为未来的研究和对远程治疗服务的人员需求提供信息.
主要方法:
- 在美国,对21名电话辅导员进行了横截面调查.
- 收集关于职位名称,培训,信心和人口统计数据的数据.
- 适应性抽样方法用于招聘,随后进行描述性统计分析.
主要成果:
- 大多数电话辅导员都是副专业人士,尽管头各不相同.
- 一半接受了正式培训;另一半是自学,后者报告了培训缺口.
- 受访者通常有很高的信心,但指出培训影响绩效;大多数持有学士学位或更高.
结论:
- 在电话辅导员的个人资料和准备方面存在显著的变化.
- 不一致的术语和不确定的责任是研究和人员的障碍.
- 需要进一步调查,以确定远程执业的明确角色和培训标准.
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