从大学和学区合作伙伴关系中吸取的经验教训,以改善公立学校的自闭症护理
Jordan Albright1,2, Alyssa Hernandez3, Zinnia Piotrowski1
1University of Pennsylvania, Perelman School of Medicine, 3535 Market St, Philadelphia, PA, 19104, United States of America.
概括
一个合作伙伴关系为教师进行了自闭症支持咨询,改善了他们在学校使用基于证据的实践 (EBP). 这个模型为维持教育干预提供了一个蓝图.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 公共卫生 公共卫生
背景情况:
- 2008年,费城学区与大学团队之间建立了一个社区-学术伙伴关系.
- 之前的一项随机试验强调了公立学校自闭症干预措施的实施忠实性挑战.
研究的目的:
- 描述一个代的过程,适应咨询自闭症支持教师.
- 介绍调整商对教师实施忠诚度的影响的发现.
- 将模型的元素映射到维持基于证据的实践 (EBP) 的既定策略上.
主要方法:
- 维持了社区和学术伙伴关系,为自闭症学生提供持续获得基于证据的护理.
- 代适应自闭症咨询方法支持教师.
- 收集关于教师实施忠诚度的数据.
主要成果:
- 调整后的咨询模式对教师的实施忠实性产生了积极影响.
- 咨询模式的特定元素与公认的维持策略保持一致.
结论:
- 开发的模型为旨在在学校环境中实施和维持EBP的组织提供了实际蓝图.
- 这项工作为实证测试和应用教育干预的维持策略提供了洞察力.
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