Behavioral Assessment and Early Support Model of Children in the Regular Classroom in the Age of Diversity : An Empirical Study

该项目的目的是在常规课堂上对有不同需要的儿童进行行为评估，并评估对需要服务的儿童的特殊教育支持形式。循证临床心理学的科学家-实践者模式作为整个项目的指导模式。采用多种行为观察方法，对1000多名儿童在课堂上的社会和学习行为进行了评估。高支持和低支持儿童在课堂行为量表上所有课堂行为的评定值频率存在显著差异。作为神户市特殊教育支持项目的一部分，作者担任学校顾问，并为学校提供行为和教育咨询。在笔者为该项目举办的研究生研究研讨会上，共有16名研究生作为行为助理进行了培训。这个长期项目建立在对…的研究基础上神户市特别支持教育委员会、神户市学校和来自兵库县、大阪和京都的大学之间的更多实践合作。基于对儿童的行为观察、功能评估和课堂干预，该项目论证了在学校课堂上为儿童建立循证支持系统和全年观察和支持计划的可行性。在整个项目期间，通过讲习班、课堂访问和案例会议进行了教师咨询。未来的研究议程包括(1)继续应用科学家-实践者模式来培训临床和学校心理学的研究生；(2)在课堂上建立持续的循证学校评估和支持系统；(3)和进行有效的传播研究。研究成果在许多国家和国际会议上作了介绍。它们还以期刊文章和章节的形式在编辑后的卷中发表。较少

The purpose of this project was to conduct behavioral assessment of children with diverse needs in the regular classroom and to evaluate forms of special educational support of children in need of service. The scientist-practitioner model of evidence-based clinical psychology served as the guiding model for the entire project. Assessment was conducted on over 1,000 children on their social and academic behaviors in the classroom by using a variety of behavioral observation methods. There were significant differences in the rated frequencies of all classroom behaviors on the Classroom Behavior Checklist between high support and low support children. The author served as school consultant and provided behavioral and educational consultation to the schools as part of Kobe-City's Special Educational Support Project. A total of 16 graduate students were trained as behavioral assistants in the author's graduate research seminar for this project. This long-term project is built on research an … More d practice collaboration among Board of Special Support Education of Kobe City, Kobe-City schools, and universities from Hyogo, Osaka, and Kyoto Prefectures. Based on behavioral observation, functional assessment, and classroom-based interventions of children, the project demonstrated the feasibility of setting up evidence-based support systems and year-round observation and support programs for children in school classrooms. Teacher consultation was conducted throughout the project period through workshops, classroom visits, and case conferences. Future research agenda include (1)the continued application of the scientist-practitioner model to train graduate students in clinical and school psychology ; (2)setting up on-going evidence-based school assessment and support systems in the classroom, (3)and conducting effective dissemination research. Research findings were presented at numerous national and international conferences. They were also published as journal articles and chapters in edited volumes. Less