Brief Report: Outcomes of a Teacher Training Program for Autism Spectrum Disorders
Brief Report: Outcomes of a Teacher Training Program for Autism Spectrum Disorders
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简要报告：自闭症谱系障碍教师培训计划的成果
DOI：
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发表时间：
2008
影响因子：
3.9
通讯作者：
Tobias Leppert
中科院分区：
文献类型：
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作者：
P. Probst;Tobias Leppert
在这项研究中，自闭症谱系障碍（ASD）的教师培训计划，基于“结构化教学”（Mesibov等人，自闭症谱系障碍的TEACCH方法，2006年）是在一个前-后设计中开发和评估的。在德国的特殊教育教室中，共有10名教师与10名ASD学生（平均年龄10.0岁）一起参加了培训。通过教师问卷测量的培训前后结果表明，课堂儿童行为症状量表以及相应的课堂教师压力反应量表有显著改善。此外，教师在课堂上平均实施了两种结构化教学方法。这些研究结果提供了一些初步的证据，临床和社会有效性的培训计划的审查。
In this study a teacher training program for Autism Spectrum Disorders (ASD), based on “structured teaching” (Mesibov et al., The TEACCH approach to autism spectrum disorders, 2006) was developed and evaluated within a Pre–Post design. In total, 10 teachers working with 10 students with ASD (mean age 10.0 years) in special education classrooms in Germany were involved in the training, The Pre–Post outcomes measured by teacher questionnaires indicated significant improvement on the Classroom Child Behavioral Symptom Scale as well as on the corresponding Classroom Teachers’ Stress Reaction Scale. In addition, teachers implemented two structured teaching methods on average in their classrooms. These findings provide some first evidence for the clinical and social validity of the training program examined.