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首页> 外文学位 >Elaboration et validation empirique d'un modele de consultation individuelle aupres des enseignants afin de favoriser l'inclusion scolaire de l'enfant ayant un TDAH.
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Elaboration et validation empirique d'un modele de consultation individuelle aupres des enseignants afin de favoriser l'inclusion scolaire de l'enfant ayant un TDAH.

机译：与老师进行个人咨询的模型的开发和经验验证，以促进多动症儿童的教育融合。

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摘要

Classroom management interventions, such as behavior and academic strategies, are well-established interventions for improving social behavior and academic skills of children with ADHD (DuPaul & Eckert, 1997; Hoza, Kaiser, & Hurt, 2008; Pelham & Fabiano, 2008; Zentall, 2005). However, bridging the gap between research and practice raises the question of the practicality of interventions. Therefore, results from controlled studies need to be replicated in regular classrooms with a format that takes into account the practicality of the intervention. The aim of this research is to evaluate the effectiveness of a consultation-based program for teachers (CPT), using a problem-solving approach and a functional assessment to support elementary school teachers in the knowledge of the principles, design and implementation of classroom management evidence-based practices for children with ADHD. First, a review of the literature identifying the main interventions for ADHD children is presented. Then, the consultation-based program for regular class teachers involving solutions in the implementation of these evidence-based strategies in the classroom is detailed. Finally, the evaluation of the CPT implemented with thirty-seven child-teacher pairs is presented. All children were diagnosed as ADHD and received a stimulant medication treatment (M). The parents of some of these children had previously participated in a parent-training program (PTP). The final group composition is: M (n = 4); M + PTP (n = 11), M + CPT (n = 11), M + PTP + CPT (n = 11). Findings confirm the effectiveness of the CPT above and beyond M, and M + PTP to prevent the intensification of inappropriate behaviors and to improve academic performance of ADHD children. Results also indicate that teachers who participated in the CPT and had previous continuing education on ADHD showed a significant improvement of their classroom management strategies. Overall findings offer valuable information for discussing clinical implications for the psychosocial treatment of ADHD children.;Keywords: evidence-based practice, school intervention, multimodal intervention, teacher consultation-based, efficient strategies, regular classroom, attention deficit hyperactivity disorder.
机译：课堂管理干预措施，例如行为和学习策略，是改善多动症儿童社交行为和学习技能的公认干预措施（DuPaul＆Eckert，1997； Hoza，Kaiser和Hurt，2008； Pelham＆Fabiano，2008； Zentall ，2005）。然而，弥合研究与实践之间的鸿沟提出了干预措施实用性的问题。因此，对照研究的结果需要在常规教室中复制，其格式应考虑到干预措施的实用性。这项研究的目的是使用问题解决方法和功能评估来支持小学教师基于课堂管理的原理，设计和实施的知识，从而评估基于教师的咨询计划（CPT）的有效性。多动症儿童的循证实践。首先，介绍确定多动症儿童主要干预措施的文献。然后，详细介绍了针对普通班级教师的基于咨询的计划，其中涉及在教室中实施这些基于证据的策略的解决方案。最后，介绍了对37个儿童教师对实施的CPT的评估。所有儿童均被诊断为多动症并接受了兴奋药物治疗（M）。其中一些孩子的父母以前曾参加过父母培训计划（PTP）。最终的组组成为：M（n = 4）； M + PTP（n = 11），M + CPT（n = 11），M + PTP + CPT（n = 11）。研究结果证实了CPT在M，M + PTP之上和之外对防止不当行为加剧和改善多动症儿童学习成绩的有效性。结果还表明，参加CPT并曾接受过ADHD继续教育的教师表现出极大的课堂管理策略改善。总体发现为讨论多动症儿童的心理社会治疗的临床意义提供了有价值的信息。关键词：循证实践，学校干预，多模式干预，基于教师咨询的有效策略，定期教室，注意力缺陷多动障碍。

著录项

  • 作者

    Nadeau, Marie-France.;

  • 作者单位

    Universite de Montreal (Canada).;

  • 授予单位 Universite de Montreal (Canada).;
  • 学科 Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 154 p.
  • 总页数 154
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 肿瘤学;
  • 关键词

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