使用学前生活技能计划来支持创伤史儿童的技能发展.
Rachel E Rees1, Christopher J Seel2, Barney G Huxtable1
1The Behaviour Clinic, Cardiff, UK.
Behavior analysis in practice
|October 11, 2024
概括
学前生活技能 (PLS) 计划适应了两名创伤历史的男孩,显示技能获取但维护不一致. 护理人员的报告表明,在家中取得了积极的结果和技能改进.
科学领域:
- 儿童心理学 儿童心理学
- 创伤信息化的护理
- 教育干预教育干预
背景情况:
- 学前生活技能 (PLS) 计划有效地解决了有风险的学前儿童的社会和学习缺陷.
- 在寄养或住院照顾的老年儿童中,类似的技能缺陷很普遍,通常与不良的童年经历有关.
- 创伤知情框架对于支持创伤历史的儿童至关重要.
研究的目的:
- 评估两个具有重大创伤历史的男孩的个性化PLS课程.
- 为了证明在创伤知情框架内提供PLS计划的可行性.
- 在临床和家庭环境中评估技能获取和普遍化.
主要方法:
- 个性化的PLS课程被开发和交付在一个一对一的临床环境.
- 通过直接观察和护理人员评估来评估技能获取.
- 该计划是在创伤信息化护理模式下实施的.
- 收集了社会有效性和护理人员评级.
主要成果:
- 两位参与者都获得了他们个性化的课程中针对的技能.
- 技能维护在一些目标技能中是不一致的.
- 社会有效性评估表明,人们对培训的享受,对整体感知到的好处有不同的结果.
- 护理人员报告高满意度,并观察到在家中提高技能.
结论:
- 在创伤信息框架内,PLS计划可以适应创伤历史的儿童.
- 个性化课程有助于技能获取,但一致的维护需要更多的注意.
- 护理人员的参与和基于家庭的概括对于计划的成功至关重要.
- 需要进一步的研究来优化对受创伤影响的儿童的PLS计划.
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