Foreman P, Arthur-Kelly M, Bennett D, Neilands J, Colyvas K
School of Education, University of Newcastle, Callaghan, NSW, Australia.
J Intellect Disabil Res. 2014 Aug;58(8):704-20. doi: 10.1111/jir.12066. Epub 2013 Jul 24.
The improvement of engagement and involvement in communicative and socially centred exchanges for individuals with multiple and severe disability (MSD) presents complex and urgent challenges to educators. This paper reports the findings of an intervention study designed to enhance the interactive skills of students with MSD using an in-class mentor model of staff development to improve the skills and strategies of their communication partners in two distinct educational settings.
Observational data were collected on eight students with MSD and their 16 teachers and teachers' aides (paraprofessionals), using a multiple baseline across students design, replicated across special and general school setting types.
Results indicated variable improvements in student alertness and increased communicative interactions. In some cases significant differences in communicative involvement and awake-active-alert activity were observed.
These findings underline the complexity of variables involved in delivering educational and communicative interventions for staff working with this population. Implications for further research and application to daily practices in classrooms are discussed.
对于多重严重残疾（MSD）个体而言，提高其在以交流和社会为中心的交流中的参与度和投入度，给教育工作者带来了复杂且紧迫的挑战。本文报告了一项干预研究的结果，该研究旨在通过课堂内导师式的员工发展模式，提高MSD学生的互动技能，从而提升其在两种不同教育环境下的交流伙伴的技能和策略。
采用跨学生多基线设计，在特殊学校和普通学校两种环境类型中进行重复研究，收集了8名MSD学生及其16名教师和教师助理（辅助专业人员）的观察数据。
结果表明学生的警觉性有不同程度的提高，交流互动有所增加。在某些情况下，观察到在交流参与度和清醒-活跃-警觉活动方面存在显著差异。
这些发现凸显了为与这一群体合作的工作人员提供教育和交流干预所涉及变量的复杂性。文中讨论了对进一步研究的启示以及在课堂日常实践中的应用。
