Coaching SNAs Can Improve Children' Participation in Daily Living Skills: A Quasi-Experimental Pretest-Posttest Design Study

Autor/inn/en	López-de-la-Fuente, M. José; García-Foncillas, Rafael; Gómez-Trullén, Eva M.
Titel	Coaching SNAs Can Improve Children' Participation in Daily Living Skills: A Quasi-Experimental Pretest-Posttest Design Study
Quelle	In: European Journal of Special Needs Education, 37 (2022) 6, S.891-906 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (López-de-la-Fuente, M. José) ORCID (García-Foncillas, Rafael) ORCID (Gómez-Trullén, Eva M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1963151
Schlagwörter	Students with Disabilities; Coaching (Performance); Workshops; Program Effectiveness; Special Schools; Student Participation; Student Needs; Intervention; Paraprofessional School Personnel; Skill Development; Allied Health Personnel; Occupational Therapy; Cooperative Planning; Daily Living Skills; Foreign Countries; Staff Development; Spain + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernwerkstatt; Schulung; Special school; Sonderschule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung; Beschäftigungstherapie; Alltagsfertigkeit; Ausland; Personnel development; Personalentwicklung; Spanien
Abstract	Special Needs Assistants (SNAs) serve an essential role to support children with disabilities; thus, they need efficient training. The one-on-one coaching following a workshop was compared with a control group that only received a workshop. A quasi-experimental study was conducted in two of the five public special education schools in Zaragoza (Spain); seventeen paraprofessionals and thirty-seven children participated voluntarily. The Canadian Occupational Performance Measure (COPM) was administered pre and post-intervention to evaluate changes in the participation of children with disabilities. Questionnaires for assessing competencies and needs were issued for both groups of SNAs, and the kinds of goals and the adaptations required were analysed. The intervention was guided by an occupational therapist (OT). Children in the intervention group showed significant gains in goals identified by assistant and therapist. However, both groups of SNAs indicated they had improved their skills. Through collaboration with OTs, SNAs can implement practices that enhance children' participation in activities of daily living in natural environments. SNAs' training should be carried out according to their real demands and the needs of the children they support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01