个性化教育计划支持团队对改善典型学龄前儿童挑战行为的影响:聚焦职业治疗师

Sohyeon Yun, H. Park
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引用次数: 0

摘要

目的 本研究旨在确定职业治疗师作为个别化教育团队成员的能力,并将个别化教育应用于表现出挑战行为的儿童,从而减少儿童的挑战行为,减轻班级教师面临的教育困难。方法 这项为期 7 周的研究涉及 D 大城市的一名 3 岁男童,旨在通过与包括职业治疗师和其他专业人员在内的专业团队协商,制定个性化教育计划。我们使用 ABC 行为图表和评分量表,制定并实施了短期和长期目标。班主任每周三次采用这些策略,并遵循旨在解决孩子挑战性行为的指导原则。结果 干预后,孩子的行为有了明显改善,挑战行为和焦虑水平显著降低,这一点可以通过 ABC 行为表和评分量表来追踪。短期目标取得了显著进展,证明了定制策略的有效性。班主任和主任的积极反馈强调了结构化方法在满足孩子需求方面的成功,以及在教育环境中专业指导的潜在益处。结论 研究发现,针对典型儿童挑战性行为的个别化教育支持团队的作用能有效减少挑战性行为,并证实了职业治疗师作为个别化教育团队成员的必要性。本研究是一项以单个儿童为重点的试验性研究,未来的研究旨在扩大到不同的儿童,以考察职业治疗师对典型儿童挑战行为的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effects of Individualized Education Plan Support Team on Improving Challenging Behaviors in Typical Preschoolers: Focusing on Occupational Therapists
Objectives The purpose of this study was to identify the competencies of occupational therapists as members of the individualized education team and to apply individualized education to children exhibiting challenging behaviors, thereby reducing the children's challenging behaviors and alleviating the educational difficulties faced by classroom teachers. Methods This 7-week study involved a 3-year-old boy in D Metropolitan City, aiming to create an individualized education plan through consultations with a specialized team including an occupational therapist and other professionals. Using ABC behavior charts and rating scales, we established and implemented short and long-term goals. The homeroom teacher applied these strategies three times a week, following guidelines designed to address the child's challenging behaviors. Results Following the intervention, notable improvements were observed in the child's behavior, with significant reductions in challenge behaviors and anxiety levels, as tracked by the ABC behavior chart and rating scales. Short-term goals showed marked progress, demonstrating the effectiveness of the tailored strategies. Positive feedback from the homeroom teacher and director highlighted the structured approach's success in addressing the child's needs and the potential benefits of professional guidance in educational settings. Conclusions The role of the individualized education support team for challenging behaviors in typical children was found to be effective in reducing challenging behaviors, and the necessity of the occupational therapist's role as a member of the individualized education team was confirmed. This study is a pilot study focusing on a single child, and future research aims to expand to various children to examine the impact of occupational therapists on challenging behaviors in typical children.
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