导航合作:影响特殊教育教师与BCBA在不同学校环境中的关系的因素
Megan Squires1, Elizabeth A Cutrer-Párraga2, Jared R Morris1
1Brigham Young University - Counseling Psychology and Special Education, Provo, UT USA.
Behavior analysis in practice
|January 10, 2025
概括
特殊教育教师和经过董事会认证的行为分析师 (BCBA) 面临着合作挑战. 改善沟通和相互理解是有效支持具有挑战性行为的学生的关键.
科学领域:
- 教育心理学教育心理学
- 行为分析 行为分析
- 特殊教育 特殊教育
背景情况:
- 特殊教育教师与认证行为分析师 (BCBA) 之间的合作对于支持具有挑战性行为的学生至关重要.
- 了解教师对这种合作的看法对于确定需要改进的领域至关重要.
研究的目的:
- 探索与BCBA合作的特殊教育教师的经验.
- 识别有效合作的促进者和障碍者.
- 了解导致关系崩的因素.
主要方法:
- 多视角解释性现象学分析 (MIPA).
- 与20名特殊教育教师进行深入采访 (严重,轻度至中度,幼儿期).
主要成果:
- 教师报告了一些挑战,包括感知到的自卑,责怪和BCBA的不切实际的建议.
- 教师承认BCBA的专业知识,并重视他们的贡献.
- 促进者包括明确的沟通和共同的目标.
结论:
- 加强合作,沟通和相互理解对于具有挑战性行为学生的有效支持至关重要.
- BCBA应纳入以教师为重点的社会有效性措施,并根据教育环境定制培训.
- 解决教师的担忧可以促进更有支持性的伙伴关系.
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