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1.
This study aimed to explore school psychologists’ use of evidence‐based practices (EBP), specifically in the area of social skills training, for students with an autism spectrum disorder (ASD). Participants were 220 school psychologists practicing in public school settings who provided social skills training to students with ASD. Participants were recruited through e‐mail solicitations and completed surveys administered on‐line. Results indicated that 47% of the participants reported that their graduate program did not provide courses including content addressing social skills training for students with ASD, and 58% did not receive training on the topic during their internship. The most and least frequently endorsed EBP reported were the provision of clear and measurable treatment objectives and regular communication with parents, respectively. Greater use of EBP was reported when school districts perceived implementing EBP as important. Implications of findings for training programs of school psychologists, school districts, and individual school psychologists are discussed, as well as implications for future research.  相似文献   

2.
Effective parent‐teacher communication involves problem‐solving concerns about students. Few studies have examined problem‐solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem‐solving behaviors of parents and teachers of children with ASD. Participants were 18 teachers and 39 parents of children with ASD. Parent‐teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem‐solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem‐solving. Teachers displayed more problem‐solving behaviors than parents. Both groups reported engaging in more problem‐solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem‐solving.  相似文献   

3.
School is often considered an ideal setting for child social skills training due to the opportunities it provides for skills teaching, modeling, and practice. The current study evaluated the effectiveness of two variants of the Secret Agent Society social skills program for children with high‐functioning autism spectrum disorders (HFASD) in a mainstream school context. Sixty‐nine students aged 7–12 took part in one of two different 10‐week versions of the program (structured versus unstructured) to determine their relative effectiveness. Results suggested that both program variants led to improvements in emotion regulation abilities, social skills, and behavior at school and home, maintained at 6‐week follow‐up. However, the structured intervention generally led to superior treatment outcomes. These results suggest that improvements in social–emotional functioning can be achieved for students with HFASD through time‐limited school‐based interventions. Limitations of this study and directions for future research are discussed.  相似文献   

4.
This study was designed to assess the effectiveness of a multifocused (child‐, teacher‐ and parent‐focused) prevention program for Romanian preschoolers, targeting social–emotional competence development, as well as reduction of behavior problems. Fourteen classrooms were randomly assigned to the intervention and control conditions. Subsequent hierarchical linear analyses indicated that intervention‐group children performed better on experimental tasks measuring emotion knowledge and social problem‐solving strategies, and received higher assessments by their teachers and parents on measures of social–emotional competencies and externalizing problems. These results indicate that a prevention program combining intervention strategies for both high‐ and low‐risk children is effective across a wide range of adaptive and maladaptive behaviors. Moreover, a short four‐session parent group training employed to attract parent participation elicited an acceptable overall attendance rate (54%), indicating the sustainability of parent intervention in the context of community‐based interventions.  相似文献   

5.
Many scholars assert that current parent education practices in Hong Kong are dominated by the transmission perspective. This perspective assumes inadequacies in the knowledge and skills of parents; hence, the goal of parent education appears to be the transmission of facts as well as skills development and values information that prepare children to become better members of society. Simply providing parents with knowledge about child development and teaching them certain skills cannot help them gain deeper insights. Indeed, parents find it difficult to apply what they have learned because of inadequate reflections on their goals and values related to parenthood. These criticisms have serious implications on the re-conceptualization of parent education. This article reports on a new approach to parent education, in which a group of parent leaders developed and facilitated a group parent education program (GPEP) for low-income parents. The GPEP emphasized the use of the group approach and interactive activities as well as homework to help the target parents practice the skills they learned during the program. The parent leaders taught positive parenting strategies and exchanged their own experiences with low-income parents. This research aims to study how parent leaders evaluate their challenges, growth, and development, as well as analyze the impact of the GPEP approach on these parents. The study provides valuable data to facilitate further studies on GPEP and other alternative approaches for parent education.  相似文献   

6.
Abstract

A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design with three 7–8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants’ legibility data showed a large effect sizes and high Percentages of non-overlapping data from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD.  相似文献   

7.
The purpose of this study was to evaluate the effectiveness of a procedure for teaching parents of mildly retarded children to be home reading tutors and to examine generalization of the children's acquired skills from the home to the school setting. The parent‐tutor procedures were based on Glynn, McNaughton, Robinson and Quinn (1979). Four children aged 8 to 10 years, attending a special class, participated in the project. The reading tutor training procedure was implemented in a multiple baseline across participants design. Tutor behaviours measured were attention to errors, delayed attention, modelling, prompting and the use of praise; child reading behaviours assessed were accuracy of reading, number of errors, self‐corrections and prompted corrections. During intervention and maintenance phases substantial increases in targeted tutor behaviours and corresponding improvements in child reading behaviours were observed. Improvements in the children's home reading behaviours, particularly self‐correcting, generalized to the classroom setting.  相似文献   

8.
The belief that parent involvement in early intervention programs increases developmental benefits for children with disabilities and their families is widely accepted. However, very few studies have directly investigated the effects of parent involvement on child and/or family outcomes in a comparative design. For the present study, children in an early intervention program were randomly assigned to either of two groups. One group continued to receive the center- based program, and the other received the center-based program plus a specific parent involvement program. The type of parent involvement most frequently reported in the literature (White,Taylor, & Moss, 1992) was implemented. Weekly parent meetings for 15 weeks focused on teaching parents how to implement intervention at home, provided information on other topics, and facilitated social support. Assessment of child and family functioning took place prior to and immediately after the parent involvement program, as well as longitudinally over a four-year period. No immediate or long-term benefits for the children or their families were found. Findings are compared with findings of other studies. The implications of the findings in evaluating the rationales for this type of parent involvement program are discussed.  相似文献   

9.
The belief that parent involvement in early intervention programs increases developmental benefits for children with disabilities and their families is widely accepted. However, very few studies have directly investigated the effects of parent involvement on child and/or family outcomes in a comparative design. For the present study, children in an early intervention program were randomly assigned to either of two groups. One group continued to receive the center- based program, and the other received the center-based program plus a specific parent involvement program. The type of parent involvement most frequently reported in the literature (White,Taylor, & Moss, 1992) was implemented. Weekly parent meetings for 15 weeks focused on teaching parents how to implement intervention at home, provided information on other topics, and facilitated social support. Assessment of child and family functioning took place prior to and immediately after the parent involvement program, as well as longitudinally over a four-year period. No immediate or long-term benefits for the children or their families were found. Findings are compared with findings of other studies. The implications of the findings in evaluating the rationales for this type of parent involvement program are discussed.  相似文献   

10.
This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated and completed the 20‐week programme. Pre and post data were collected for the children, parents and teachers. Parents were supported by regular meetings and domiciliary visits from an assistant psychologist. Teaching staff met regularly with the team and had frequent supportive contact with the assistant psychologist. Two educational psychologists‐in‐training made an independent qualitative evaluation of the programme, interviewing the children, their parents and teachers, as well as members of the multi‐agency team. After attending the group, the children showed a significant reduction in their anxiety, parents reported a significant reduction in oppositional behaviour and teachers a significant reduction in attention‐deficit hyperactive difficulties type behaviour. All measures showed a significant or positive trend, although there was some disappointment in the level of parent participation in the school‐based parent meetings. Reasons for this are discussed and the case for multi‐agency social skills interventions is made, along with a broader discussion of the role of the educational psychologist.  相似文献   

11.
In an effort to explore the value and feasibility of teaching the principles behind developmentally appropriate practices to parents, 53 families with young children were studied. Parents were randomly assigned to participate or not participate in a three month-long, weekly, parent training program. Following completion of the program members of participating families were less likely to engage in conflict during a puzzle solving task than were members of nonparticipating families. Parents who participated were more likely to take a supportive leadership role and have age-appropriate expectations during a puzzle solving task than were nonparticipating parents. Children in participating families showed better social skills than children in nonparticipating families. Portions of the increase in social skills were related to reductions in family conflict and to the development of a task orientation that was more appropriately focused on process than outcome. Lower family conflict was also related to better gross motor skills in children.  相似文献   

12.
20世纪以来,美国社会的急剧变化使家庭系统面临巨大的压力并引发一系列社会问题,致使美国开始开展增加家庭教育的知识与技能、预防和减少家庭危机的系列研究与实践。以美国密苏里州为代表的"父母即教师"项目(ParentsAsTeachersProgram,PAT),关注孩子在校园的表现与家长参与的互动关系,通过丰富的项目研究实践来提高家长的教育水平,有力地促进了家长有效参与到孩子的发展中去。美国各州普遍实践的"父母即教师"项目的评估表明,参加该项目的父母在育儿技巧、参与的程度与质量方面有显著提升;孩子在认知与入学适应能力等方面也有明显提高。该项目尤其是对贫穷家庭的孩子和非白人家庭的孩子影响更大。  相似文献   

13.
A computerised search was conducted in May 1995. PsycLit and Eric databases (1974‐1995 and 1965‐1995, respectively) were consulted. A total of 27 references were listed under the topic of Parent Training Program for Parents with Intellectual Disability. However, the results of the review indicated that only one reference was pertinent which was on basic child care skills training for mothers with mean IQ 74 and the mothers who were regarded as having provided neglectful child care. Through personal communication, 10 studies on parent training programs for parents with intellectual disability were obtained and also reviewed. Eight studies applied single‐subject design; two used quantitative methods; one used both single subject design and statistical analysis. Among the 10 studies, one was basic child‐care skills training, two were decision‐making in child rearing; five of them were safety and related topics, and three were concerned with mother‐child interaction. A total of four studies included mothers with normal IQ as a comparison or to serve as a norm. As a whole, research in parent training programs for parents with intellectual disability is still in its infancy. Much more work needs to be done in the area of basic child care skills, comparative studies, identifying situational and subject characteristics for the best outcome of training, and programming to facilitate generalisation.  相似文献   

14.
This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described.  相似文献   

15.
In recent years, there has been a rapid increase in the number of children diagnosed with autism spectrum disorders (ASD), worldwide. Since children with ASD have limited social interaction and communication skills, they tend to lag behind their peers without disabilities in many areas. In particular, they are unable to easily transition smoothly from one stage of their life to another. Transitions from preschool settings to kindergarten and beyond should be a critical issue of concern for educators and parents of young children with ASD. The results of a survey completed by 65 preschool teachers from Ghana and 210 of their counterparts in the United States of America, about characteristics of effective transition programs for children with ASD, are presented. Implications for preschool teacher preparation and transition planning are discussed.  相似文献   

16.
Ten women volunteers were trained as teachers of child management skills to parents of behaviour‐disordered preschoolers. Families were selected from referrals to a child psychiatric clinic, and included 42 children. Initial assessment of families was undertaken by a psychologist, and specific goals for treatment were set with parents. Volunteers trained in a social learning approach to child management visited the families in their homes to implement and supervise programs aimed at parent and child behaviour change. After 6‐8 weeks families were reassessed at the clinic. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behaviour checklist, and staff ratings of goal attainment, showed major changes in child behaviour which were maintained at three‐month follow‐up.  相似文献   

17.
The Parent Education and Guidance Program was motivated by the belief that the fostering of a positive, ongoing relationship between the school and home can have a significant bearing on the development of family strengths for coping with a handicapped child. The training program utilized parent support groups and professionals from various fields to involve parents of handicapped children in group process directed toward the holistic approach to meeting the child's social, emotional, and intellectual needs. During the course of the program it became apparent that parents needed the help and support of other parents who shared similar difficulties related to having a handicapped child in the family. Issues related to developing personal awareness as well as interpersonal skills were dealt with at the parent meetings. An atmosphere of mutual understanding and support between members of the Child Study Team and parents developed as a result of less formalized and more relaxed contact during the 8-month program.  相似文献   

18.
The parent‐teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent‐teacher agreement (correlations) and discrepancies (t tests) on preschoolers' social skills and problem behaviors for the normative Portuguese sample (N = 1,000) of the Preschool and Kindergarten Behavior Scales – 2nd Edition (PKBS‐2). Analyses were replicated according to the child's gender and mothers' educational level. Correlational analyses suggest weak to moderate informant agreement (mean correlation = .32). Parents' and teachers' ratings are significantly different for all PKBS‐2 scores, with parents assigning higher scores both on social skills and problem behaviors. Results highlight the importance of both parents' and teachers' perspectives to achieve a more comprehensive picture of preschoolers' social‐emotional behaviors, and reinforce the evidence of reliability of the PKBS‐2 Portuguese version.  相似文献   

19.
This paper continues the tradition of research, development and evaluation of teaching laboratories, and, at the same time, extends earlier research in two directions: by placing more emphasis on the improvement of a reflection‐based decision‐making ability in becoming a teacher (beyond effective skill acquisition), and by concentrating on the improvement of presentation skills, an area neglected in teacher training. Based on research on teaching and teacher training, a training program was developed for enhancing the trainees’ nonverbal expressiveness in presentations that, by fostering reflection‐based decision making through experimenting with presentation skills in a laboratory with feedback and discussions, also improves the clarity, interest and social climate of presentations. The evaluation of the most recent Version of this program reveals that significant gains could be achieved not only in nonverbal expressiveness as an indicator for successful skill acquisition, but also in the global aspects of successful lecturing indicating that the program was also effective for the improvement of the trainees’ reflection‐based decision making.  相似文献   

20.
Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents’ expectations for their preschool-age children’s social-emotional development and their children’s preacademic skills. A total of 154 parents with preschool-age children were recruited from 7 preschools located in northeastern China. The results showed that when parents expected their child to master social-emotional skills at a younger age or when they placed more value on social-emotional skills, they were more likely to adopt authoritative parenting, their children had better social competence, and finally their children showed better preacademic skills. The findings not only provided support for the interconnections between Chinese young children’s social-emotional functioning and preacademic skills but also revealed parenting styles and child social competence as potential pathways through which parents’ social-emotional expectations relate to children’s preacademic skills. Practice or Policy: The findings can be used to facilitate parent education efforts to help contemporary Chinese parents reflect on and even adjust their developmental expectations for young children. Parental expectations can also be an important element to consider in prevention and intervention programs that are designed to improve young children’s social-emotional and preacademic skills.  相似文献   

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