行为支持辅导对辅助专业人员与外化行为障碍学生的影响:一所高贫困小学的个案研究

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-09-23 DOI:10.1080/15377903.2020.1821272

Nicole B. Wiggs, L. Reddy, Todd A. Glover, C. Dudek, Alexander Alperin, Patrick M. Regan

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引用次数: 2

摘要

摘要本案例研究描述了与一名幼儿园教师和准专业人员一起实施准专业人员行为支持辅导（BSC-P）的行动和过程，以支持一所高贫困小学三名学生实施行为支持计划。BSC-P包括8个40分钟的辅导课程，使用直接的观察数据来选择、实施和监测行为干预。结果表明，准专业干预的忠诚度很高，对学生的学术参与率（学生的影响大小[ES]在0.10到4.42之间）和非任务行为（学生的ES]在0.30到2.87之间）产生了积极影响。据报道，准专业支持增加，压力减轻。BSC-P被评为一种高度可接受的专业发展形式。讨论了影响和未来的研究。

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Behavior Support Coaching for Paraprofessionals and Students with Externalizing Behavior Disorders: A Case Study in a High-Poverty Elementary School

Abstract This case study describes the actions and processes of implementing Behavior Support Coaching for Paraprofessionals (BSC-P) with a kindergarten teacher and paraprofessional to support the implementation of behavior support plans with three students in a high-poverty elementary school. BSC-P consists of eight, 40-min coaching sessions using direct observational data to select, implement, and monitor behavior interventions. Results indicate high levels of paraprofessional intervention fidelity and positive effects on students’ rates of academic engagement (effect sizes [ESs] by students range from 0.10 to 4.42) and off-task behaviors (ESs by student range from 0.30 to 2.87). Increased paraprofessional support and reduced stress were reported. BSC-P was rated as a highly acceptable form of professional development. Implications and future research are discussed.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.