对一种简短、密集型教师培训模式的进一步评估。
Further evaluation of a brief, intensive teacher-training model.
作者信息
Lerman Dorothea C, Tetreault Allison, Hovanetz Alyson, Strobel Margaret, Garro Joanie
机构信息
University of Houston, Clear Lake, Houston, Texas 77058, USA.
出版信息
J Appl Behav Anal. 2008 Summer;41(2):243-8. doi: 10.1901/jaba.2008.41-243.
Abstract
The purpose of this study was to further evaluate the outcomes of a model program that was designed to train current teachers of children with autism. Nine certified special education teachers participating in an intensive 5-day summer training program were taught a relatively large number of specific skills in two areas (preference assessment and direct teaching). The teachers met the mastery criteria for all of the skills during the summer training. Follow-up observations up to 6 months after training suggested that the skills generalized to their classrooms and were maintained for most teachers with brief feedback only.
摘要
本研究的目的是进一步评估一个旨在培训自闭症儿童现任教师的示范项目的成果。九名获得认证的特殊教育教师参加了为期五天的强化暑期培训项目，学习了两个领域（偏好评估和直接教学）中数量相对较多的特定技能。这些教师在暑期培训期间达到了所有技能的掌握标准。培训后长达6个月的后续观察表明，这些技能推广到了他们的课堂，并且对于大多数教师来说，仅通过简短的反馈就得以保持。
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