Teaching Research Institute, Western Oregon University, Eugene, Oregon 97401, USA.
J Head Trauma Rehabil. 2010 Nov-Dec;25(6):426-32. doi: 10.1097/HTR.0b013e3181fb8f45.
Effective instructional and behavioral support strategies implemented by trained educators can help mitigate the academic and behavioral challenges associated with childhood brain injury. However, the training provided by university teacher preparation programs is clearly inadequate, a problem that cuts across the professions that work with school-aged students. Educators need training in methods validated for students with traumatic brain injury (TBI) and in adapting strategies validated for students with other disabilities. Almost 10 years after Ylvisaker and colleagues proposed a research and professional development agenda in the area of teacher training, students with TBI continue to be underserved and underidentified for educational supports. Effective staff development practices for educators must include training in evidence-based interventions, supervised practice with new skills, and continued mentoring, feedback, and consultation in the school setting. Two models currently in use-the TBI Consulting Team and BrainSTARS models-incorporate those features. Preliminary evidence suggests that these models help teachers feel more prepared and knowledgeable in working with students with TBI. Given the urgent needs of students with TBI, validating these promising practices should be a high priority for the field of pediatric brain injury.
经过培训的教育工作者实施有效的教学和行为支持策略，可以帮助减轻与儿童脑损伤相关的学业和行为挑战。然而，大学教师培训计划提供的培训显然是不够的，这是一个跨越与学龄学生一起工作的专业领域的问题。教育工作者需要接受针对创伤性脑损伤 (TBI) 学生的方法培训，以及针对其他残疾学生的策略培训。在 Ylvisaker 及其同事在教师培训领域提出研究和专业发展议程近 10 年后，TBI 学生仍然得不到足够的服务和教育支持。教育工作者的有效员工发展实践必须包括基于证据的干预措施培训、新技能的监督实践以及在学校环境中的持续指导、反馈和咨询。目前正在使用的两个模型——TBI 咨询团队和 BrainSTARS 模型——包含了这些特点。初步证据表明，这些模型有助于教师在与 TBI 学生合作时感到更有准备和更有知识。鉴于 TBI 学生的迫切需求，验证这些有前途的实践应该是小儿脑损伤领域的首要任务。
