Model izobraževanja specialnih in rehabilitacijskih pedagogov o vedenjskem pristopu za delo z otroki z motnjami avtističnega spektra

Bezenšek, Ana (avtor), Macedoni Lukšič, Marta (mentor), Juriševič, Mojca (komentor)

Pri obravnavi otrok z avtističnimi motnjami (MAS) je zelo učinkovit vedenjski pristop po načelih Uporabne vedenjske analize (angl. ''Applied Behavior Analysis'' ali krajše ABA). V okviru raziskave je bil oblikovan nov slovenski model izobraževanja (model SI-VP) specialnih in rehabilitacijskih pedagogov (SRP) o vedenjskem pristopu (VP) po načelih ABA za delo z otroki z MAS. Kvalitativna raziskava je temeljila na evalvacijskem pristopu raziskovanja posameznih proučevanih primerov (implementacija modela SI-VP z vidika proučevane ciljne skupine: SRP – otrok z MAS – starši otroka z MAS). Učinkovitost novega modela SI-VP je bila proučena pri vseh treh skupinah udeležencev: SRP (ocena kompetenc teoretičnega in praktičnega področja VP; proučitev individualiziranih programov glede vključenosti vsebin s področja VP; evalvacija implementacije VP v prakso; evalvacija izvedbe procesa izobraževanja), otroci z MAS (ocena neželenega vedenja), starši otrok z MAS (ocena neželenega vedenja njihovega otroka; ocena modela SI-VP). Analiza IP-jev pred vključitvijo v model SI-VP odraža stihijski pristop k načrtovanju obravnave neželenega vedenja otrok z MAS s strani SRP-jev. Rezultati evalvacije zaključenega modela SI-VP so pokazali dvig kompetentnosti SRP-jev na predmetno specifičnem področju VP. Implementacija modela SI-VP v prakso s strani SRP-jev je prinesla številne prednosti v smislu večje objektivnosti, boljšega sodelovanja s starši, kompetentnosti, beleženja vedenja, senzibilizaciji za vedenje, večji motiviranosti in odzivnosti otroka z MAS. Rezultati so po drugi strani pokazali pomanjkljivosti v smislu časovne stiske, težav pri načrtovanju podpornega vedenjskega načrta, uporabe instrumentarija ter razumevanja nekaterih načel VP. SRP-ji so pozitivno ocenili supervizijo, dolgoročnost modela SI-VP, kombinacijo teorije in prakse, skupinsko obliko izobraževanja ter strokovno relevantnost vsebin. Po drugi strani so imeli težave s časovno stisko in oddaljenostjo kraja izobraževanja. Pri SRP-jih so se po zaključenem modelu SI-VP pokazale znatne spremembe pri senzibilizaciji in/ali obvladovanja neželenega vedenja otroka z MAS, pri čemer je izbor prioritetnega neželenega vedenja in funkcionalne ocene sovpadal s starši otrok z MAS. Starši so opazili in bili zadovoljni z obvladovanjem neželenega vedenja otroka z MAS, kar so opredelili kot napredek v vedenju, primerno obliko pomoči in načina dela z otrokom, uporabnost prejetih napotkov ter razbremenitev v družini. Po drugi strani se je težavnost uporabe VP v praksi doma pokazala kot ena izmed pomanjkljivosti. Glavna prednost modela SI-VP je v tem, da temelji na implementaciji v šolsko okolje in predvideva nizko intenziteto dela z otroki z MAS. Nov, nacionalno prilagojen model izobraževanja SI-VP smo primerjali z obstoječimi uveljavljenimi modeli v svetu.

• Jezik: Slovenski jezik
• Ključne besede: slovenski model izobraževanja po načelih vedenjskega pristopa (model SI-VP)
• Vrsta gradiva: Doktorsko delo/naloga
• Tipologija: 2.08 - Doktorska disertacija
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2019
• PID: 20.500.12556/RUL-109953
• COBISS.SI-ID: 12570953
• Datum objave v RUL: 11.09.2019

BEZENŠEK, Ana, 2019, Model izobraževanja specialnih in rehabilitacijskih pedagogov o vedenjskem pristopu za delo z otroki z motnjami avtističnega spektra [na spletu]. Doktorska disertacija. [Dostopano 21 april 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=109953

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: A model for educating special education teachers for applying behavioural approach while working with children with autism spectrum disorders

Izvleček

When treating children with autism spectrum disorders (ASD), behavioural intervention (BI) according to the principles of Applied Behaviour Analysis (ABA) proved to be very efficient. A new Slovenian model for educating special education teachers (SET) for applying BI while working with children with ASD (model SI-VP) was developed as part of the research. The qualitative research was based on the evaluation approach of the multiple case study (implementation of the SI-VP model from the perspective of the target group: SET - child with ASD - parents of a child with ASD). The efficiency of the new SI-VP model was examined in all three groups: SET (evaluation of theoretical and practical competences of BI; the study of how behaviour intervention is included into individualized programmes (IP); evaluation of implementation of BI in practice; evaluation of performed education process), children with ASD (evaluation of challenging behaviour), parents of children with ASD (evaluation of challenging behaviour of their child, evaluation of the SI-VP model). The IP analysis before being added to the the SI-VP model reflects that the treatment planning of challenging behaviour of children with ASD was unmanageable by the SET. The results of the evaluation of the completed SI-VP model showed the increase in the competence of the SET in the field of the BI. Implementation of the SI-VP model into practice by SET has brought many advantages in terms of greater objectivity, better cooperation with parents, competence, behavioural recordings, sensitization of behaviour, increased motivation and responsiveness of the child with ASD. On the other hand, the results showed deficiencies in terms of time constraints, difficulties in planning a supportive behavioural plan, the use of instrumentation and the understanding of some BI principles. SET positively evaluated the supervision, the long-term nature of the SI-VP model, the combination of theory and practice, the group form of education, and the professional relevance of the content. On the other hand, they had problems with the time constraints and distance of the place of education. After the completion of the SI-VP model significant changes were shown in how the SET treated the sensitivity and / or controlled the challenging behaviour of the child with ASD. The selection of priority challenging behaviour and functional assessment by the SET coincided with the selection of parents of children with ASD. Parents were satisfied with controlling challenging behaviour of child with ASD when using BI. They could identify the progress in behaviour, the adequate form of help and way to work with the child, the usefulness of the received instructions and the relief in the family. On the other hand, the difficulty of using the BI in home environment has proven to be one of the disadvantages. The main advantage of the SI-VP model is that it is based on implementation in the school environment and provides low intensity of work with children with ASD. We compared the new nationally-adjusted SI-VP model with the existing established education models in the world.

• Ključne besede: Slovenian education model for applying behavioural intervention (model SI-VP)