The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools.

Publisher: Taylor & Francis Country of Publication: England NLM ID: 9610837 Publication Model: Print Cited Medium: Print ISSN: 1366-8250 (Print) Linking ISSN: 13668250 NLM ISO Abbreviation: J Intellect Dev Disabil Subsets: MEDLINE

Publication: 2013- : [Abingdon, Oxon] : Taylor & Francis
Original Publication: Abingdon, Oxfordshire ; Cambridge, MA : Carfax Pub. Co., c1996-

Communication Methods, Total* ; Education of Intellectually Disabled* ; Faculty* ; Inservice Training*; Communication Disorders/*rehabilitation ; Developmental Disabilities/*rehabilitation; Activities of Daily Living/psychology ; Adolescent ; Adult ; Attention ; Child ; Communication Disorders/psychology ; Cooperative Behavior ; Developmental Disabilities/psychology ; Disability Evaluation ; Humans ; Intellectual Disability/psychology ; Intellectual Disability/rehabilitation ; Language Development Disorders/psychology ; Language Development Disorders/rehabilitation ; Patient Care Team ; Pilot Projects ; Professional Competence ; Professional-Patient Relations ; Social Behavior

Background: The outcomes of a pilot program of staff development in communication support in the context of observed changes in student behaviour states and interactive abilities are reported. Participant reports about the impact of the program on their professional practices are included.
Method: Six teachers and six teacher aides in special (segregated) schools were provided with a short, intensive training program designed to improve their communicative interactions with students with multiple and severe disability (MSD) in their classes. Behaviour state assessment was used for pre- and post-testing of six students. Teachers and aides completed self-report scales related to their communication skills, knowledge and concerns prior to and at the conclusion of the training program.
Results: While staff reported improved skills and knowledge, this was not reflected in improvements in the communicative interactions of the students as observed in their classrooms.
Conclusions: The training provided may not have been sufficient to change well-established teaching and interaction processes. Further research using in-school collaborative mentors is planned.

Date Created: 20071201 Date Completed: 20080605 Latest Revision: 20111117

20240104

10.1080/13668250701654417

18049969