Foreman Phil, Arthur-Kelly Michael, Pascoe Sue
The University of Newcastle, Australia.
J Intellect Dev Disabil. 2007 Dec;32(4):233-47. doi: 10.1080/13668250701654417.
The outcomes of a pilot program of staff development in communication support in the context of observed changes in student behaviour states and interactive abilities are reported. Participant reports about the impact of the program on their professional practices are included.
Six teachers and six teacher aides in special (segregated) schools were provided with a short, intensive training program designed to improve their communicative interactions with students with multiple and severe disability (MSD) in their classes. Behaviour state assessment was used for pre- and post-testing of six students. Teachers and aides completed self-report scales related to their communication skills, knowledge and concerns prior to and at the conclusion of the training program.
While staff reported improved skills and knowledge, this was not reflected in improvements in the communicative interactions of the students as observed in their classrooms.
The training provided may not have been sufficient to change well-established teaching and interaction processes. Further research using in-school collaborative mentors is planned.
报告了一项在观察到学生行为状态和互动能力变化的背景下开展的沟通支持人员发展试点项目的成果。其中包括参与者关于该项目对其专业实践影响的报告。
为六所特殊（隔离）学校的六名教师和六名教师助理提供了一个短期强化培训项目，旨在改善他们与课堂上患有多重严重残疾（MSD）学生的沟通互动。行为状态评估用于对六名学生进行前后测试。教师和助理在培训项目开始前和结束时完成了与他们的沟通技巧、知识和担忧相关的自我报告量表。
虽然工作人员报告称技能和知识有所提高，但在他们的课堂上观察到的学生沟通互动改善情况并未体现这一点。
所提供的培训可能不足以改变既定的教学和互动过程。计划开展进一步的研究，使用校内合作导师。
