工具包支持教师使用行为类课堂干预:随机试验试验结果
Gwendolyn Lawson1,2, Julie Sarno Owens3, David S Mandell2
1Children's Hospital of Philadelphia.
概括
积极行为管理工具包 (PBMT) 显示了支持教师实施课堂行为干预措施的希望. 这项试点研究发现PBMT是可以接受和可行的,对学生的成绩有潜在的好处.
科学领域:
- 教育心理学教育心理学
- 课堂管理 课堂管理
- 实施科学 实施科学
背景情况:
- 一级和二级行为干预措施可以改善学生的成绩,但往往实施不足.
- 需要有效的实施策略来支持教师一致提供这些干预措施.
- 积极行为管理工具包 (PBMT) 旨在帮助K-5教师实施行为干预措施.
研究的目的:
- 评估PBMT的可接受性,可行性和初步有效性.
- 评估PBMT对教师实施和学生成绩的影响.
- 探索PBMT在支持行为干预的情境上是否合适.
主要方法:
- 进行了一项试点随机对照试验,涉及20名教师.
- 教师被随机分配,接受PBMT或标准实施支持.
- 数据包括ADHD症状学生的可接受性,可行性,忠诚度和学生结果的定量和定性测量.
主要成果:
- 发现PBMT具有高度可接受性,可行性和适合环境.
- 初步数据表明,PBMT可能支持教师实施行为干预措施.
- 学生结果数据是混合的,研究对显著性测试没有足够的力量.
结论:
- 该PBMT显示潜力作为一个有价值的资源,以提高课堂行为干预措施的实施.
- 需要对更大的样本进行进一步的研究,以确认PBMT对学生成果的有效性.
- 该工具包的可行性和可接受性表明它可以为教育工作者提供实际支持.
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