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首页> 外文期刊>The International Journal of Alcohol and Drug Research >Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada
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Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada

机译：在加拿大不列颠哥伦比亚省开展的一项职业发展计划对胎儿酒精频谱异常学生的学习成绩和课堂行为的有效性的探索性研究

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Clark, E., George, M., Hardy, C., Hall, W., MacMillan, P., Wakabayashi, S., & Hughes, K. (2014). Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada. The International Journal Of Alcohol And Drug Research, 3(1), 25-34 . doi:10.7895/ijadr.v3i1.119 Aim: Exploratory assessment of a professional development program for teachers supporting students with Fetal Alcohol Spectrum Disorder (FASD). Design: A mixed-method research design, using qualitative descriptive and quasi-experimental methods, was employed. Setting: The study occurred in selected public elementary schools in a British Columbia school district. Participants: Elementary school teachers and students with FASD. Measures: For the quasi-experimental component, the Behavior Assessment System for Children, 2nd edition (BASC-2) Teacher Rating Scale (TRS), and Student Observation System assessed classroom behavior. The Curriculum-Based Measure (CBM) assessed reading, writing, and mathematics skills of children with FASD. Inductive thematic analysis was used to derive themes from teachers’ interviews. Findings: A statistically significant improvement in intervention students’ classroom behavior was observed. An improvement of moderate effect size was seen for academic achievement, although the changes were not statistically significant. Teachers reported that the professional development program changed their teaching practice. Intervention teachers described how they redefined students’ behaviors and adapted their teaching practice to accommodate students’ neurological deficits. Conclusions: The results provide preliminary support for the effectiveness of the professional development program for elementary school teachers teaching students with FASD. Further research is needed with a larger sample size to reduce type II error.
机译：Clark，E.，George，M.，Hardy，C.，Hall，W.，MacMillan，P.，Wakabayashi，S.，＆Hughes，K.（2014年）。在加拿大不列颠哥伦比亚省开展的一项职业发展计划对胎儿酒精谱系障碍学生的学习成绩和课堂行为的有效性的探索性研究。国际酒精与药物研究杂志，3（1），25-34。 doi：10.7895 / ijadr.v3i1.119目的：为教师发展的一项职业发展计划进行评估，该计划为患有胎儿酒精性谱系障碍（FASD）的学生提供支持。设计：采用定性描述和准实验方法的混合方法研究设计。地点：这项研究是在不列颠哥伦比亚省学区的部分公立小学进行的。参加者：FASD的小学老师和学生。措施：对于准实验部分，儿童行为评估系统，第二版（BASC-2）教师评估量表（TRS）和学生观察系统评估了课堂行为。基于课程的评估（CBM）评估了FASD儿童的阅读，写作和数学技能。归纳主题分析用于从教师的访谈中得出主题。结果：干预学生的课堂行为在统计学上有显着改善。尽管学历上的变化在统计学上并不显着，但在学业成绩上，中等效果的大小有所改善。老师报告说，专业发展计划改变了他们的教学实践。干预教师描述了他们如何重新定义学生的行为并调整教学实践以适应学生的神经系统缺陷。结论：研究结果为小学教师教授FASD学生的专业发展计划的有效性提供了初步的支持。需要进行更大样本量的进一步研究以减少II型误差。

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