Development of Effective Consultation System of Behavioral Disorders for Students with Developmental Disabilities

我们评估了行为障碍咨询项目对负责发育障碍学生的教师的效果。该计划由讲座和小组讨论组成，连续进行8次，每次2小时。结果显示，19名参与者中有17人（89.5%）制定了支持计划，14人（73.7%）执行了支持计划，12人（63.1%）的问题行为有所改善。GHQ前后评分差异无统计学意义。然而，八名设计支持计划并报告其学生有所改善的参与者中，有六人的GHQ得分有所提高。探讨了正规教师培训的理想方法

We evaluated the effects of consultation program of behavioral disorders for teachers who were in charge of the students with developmental disabilities. The program consists of lectures and group discussions, which was carried out eight consecutive times for two hours. The results showed that 17 of 19 (89.5%)participants made their support plans,14-(73.7%)carried out their support plans and 12 (63.1%) showed improvement of the problem behaviors. There was no statistically significant difference between pre GHQ score and post GHQ score. However, six of eight participants who designed support plans and reported improvements of their students were improved their GHQ score. Ideal method of the training programs for regular classroom teachers was discussed