Practising Family-Centred Positive Behaviour Support for Preservice Special Education Teachers: Early Intervention Professional Training in Taiwan

Autor/in	Chu, Szu-Yin
Titel	Practising Family-Centred Positive Behaviour Support for Preservice Special Education Teachers: Early Intervention Professional Training in Taiwan
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 6, S.1929-1945 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chu, Szu-Yin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1840531
Schlagwörter	Preservice Teachers; Special Education Teachers; Preservice Teacher Education; Family Involvement; Early Intervention; Positive Behavior Supports; Foreign Countries; Females; Students with Disabilities; Preschool Education; Preschool Children; Knowledge Level; Program Effectiveness; Goal Orientation; Training; Teacher Competencies; Parent Teacher Cooperation; Classroom Environment; Teacher Collaboration; Taiwan; Goal Attainment Scale + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Ausland; Weibliches Geschlecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Wissensbasis; Zielorientierung; Zielvorstellung; Ausbildung; Lehrkunst; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Klassenklima; Unterrichtsklima; Lehrerkooperation
Abstract	This study investigated the practice of family-centred positive behaviour support professional training for preservice special education teachers to understand the outcomes of implementing this training in the practical field. The emphasis of the first phase was to provide foundational knowledge, namely 14 hours of lectures and 7.5 hours of video modelling. The second phase involved implementing practical training in two preschools. Twelve students majoring in special education teaching programs and six families with children aged 4 - 5 years with disabilities agreed to participate in this study. The average scores of pre-tests and post-tests in the first phase were 65% and 73%, respectively. The Goal Attainment Scale and self-made checklists were used to assess the outcomes for each stage of training, specifically regarding technical skills and the ability to collaborate with families. The results revealed significant growth in all technical skills for all participants and positive outcomes for social validity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01