Buchanan Rohanna, Nese Rhonda N T, Clark Miriam
Oregon Social Learning Center.
University of Oregon.
Behav Disord. 2016 May;41(3):135-147. doi: 10.17988/BD-15-73.1. Epub 2016 May 1.
Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students' transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools.
患有情绪和行为障碍（EBD）的学生在学校环境中常常得不到足够的服务或照料，尤其是在教育安置过渡期间。此外，学校支持团队在制定过渡计划时往往面临困难，这些计划需要考虑到关键利益相关者的意见，以满足支持学生取得成功的需求。本文介绍了一个迭代项目信息收集阶段的研究结果，该项目旨在为从日间治疗学校过渡到地区学校的患有EBD的学生制定一个支持项目。我们与家长和教师进行了5次半结构化的定性焦点小组讨论，以探讨学生在不同学校环境过渡期间的需求。焦点小组讨论中出现了五个主题：（a）一致的、针对行为的反馈和积极强化对于维持所学的亲社会技能至关重要；（b）学生受益于定期学习和练习社交技能的机会；（c）过渡计划应强调学校与家庭之间的沟通；（d）家庭和学校的日常安排应相互协调；（e）家长在学校会议上需要支持。我们将利用本研究的结果制定一个多方面的干预措施，旨在在上述类型学校之间的过渡期间支持学生、他们的照顾者和教师。
