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A social work intervention for children with emotional and behavioral disabilities.

机译：针对情绪和行为残疾儿童的社会工作干预措施。

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Partners in Success is a school social work intervention for children with emotional and behavioral disabilities who attend school in a separate site or segregated placement due to the severity of the behaviors associated with the disability. The purpose of the study was to improve school outcomes for children who have been removed from the mainstream. The key intervention strategy was the engagement of parents through joint goal setting with school social workers and teachers. Several decades of research show that when parents are invited to participate in the education of their children, children show improvement in grades and behaviors. Engaging the parents of children who have emotionally and behavioral disabilities has been challenging. Feelings of misunderstanding, mistrust and the rejection of both parents and children by schools, and a lack of understanding and accommodations for parents and children have been barriers to effective home-school partnerships.;A partial crossover design, delaying the intervention for the control group was used to test the intervention. Parents and teachers completed questionnaires at pretest, the time of crossover, and at posttest. The dependent variables, functional reading and math scores and behaviors were used to evaluate the effectiveness of the intervention.;Most children in both groups showed modest improvement. No significant differences between the experimental and control groups at posttest were found.
机译：成功伴侣是一项针对患有情感和行为残疾的孩子的学校社会工作干预措施，这些孩子由于与残疾相关的行为的严重性而在单独的地点上学或分开安置。这项研究的目的是为了改善那些已经脱离主流的儿童的学校成绩。关键干预策略是通过与学校社工和老师共同制定目标来让父母参与。数十年的研究表明，当邀请父母参加孩子的教育时，孩子的成绩和行为都会有所改善。与患有情感和行为障碍的儿童的父母进行互动一直很困难。感觉误解，不信任和学校对父母和孩子的拒绝，以及父母和孩子缺乏理解和适应，这是有效的家庭与学校伙伴关系的障碍。部分交叉设计，延迟了对对照组的干预用于测试干预措施。父母和老师在测验前，分娩时和测验后完成了问卷。因变量，功能阅读，数学成绩和行为被用来评估干预措施的有效性。两组中的大多数儿童都表现出适度的改善。在测试后，实验组和对照组之间没有发现显着差异。

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