Effectiveness of a Teacher Training Program for Students with Symptoms of Developmental Disorders: Data from a Correspondence High School in Japan.

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Tytuł:: Effectiveness of a Teacher Training Program for Students with Symptoms of Developmental Disorders: Data from a Correspondence High School in Japan.
Autorzy:: Ishii A; United Graduate School of Child Development, Osaka University, Osaka 565-0871, Japan.
Okuno H; United Graduate School of Child Development, Osaka University, Osaka 565-0871, Japan.
Nakaoka T; Clark Memorial International High School, Hyogo 669-1512, Japan.
Iwasaka H; Developmental Center for Child and Adult, Shigisan Hospital, Nara 636-0815, Japan.
Taniike M; United Graduate School of Child Development, Osaka University, Osaka 565-0871, Japan.
Źródło:: International journal of environmental research and public health [Int J Environ Res Public Health] 2020 Apr 29; Vol. 17 (9). Date of Electronic Publication: 2020 Apr 29.
Typ publikacji:: Journal Article; Research Support, Non-U.S. Gov't
Język:: English
Imprint Name(s):: Original Publication: Basel : MDPI, c2004-
MeSH Terms:: Behavior Therapy*
Teacher Training*
Developmental Disabilities/*therapy
Adolescent ; Adult ; Female ; Humans ; Japan ; Male ; Program Evaluation ; School Teachers ; Schools ; Students ; Young Adult
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Contributed Indexing:: Keywords: adolescents; developmental disorders; social responsiveness scale-2; teacher training; teacher’s confidence; teacher’s report form
Entry Date(s):: Date Created: 20200506 Date Completed: 20201106 Latest Revision: 20201106
Update Code:: 20240105
PubMed Central ID:: PMC7246544
DOI:: 10.3390/ijerph17093100
PMID:: 32365607
: Czasopismo naukowe

In the present study, a teacher training program based on behavioral therapy was conducted for high school correspondence course teachers of adolescents aged between 15 and 18 years who showed developmental difficulties. Participating teachers were assigned to either an immediate treatment (IT; n = 13) or delayed treatment control (DTC; n = 17) group to evaluate the effectiveness of the program, which comprised five 90-min sessions with small groups of three to six participants and was conducted over three months. The results showed significant improvement in students' behaviors and social responsiveness and in teachers' confidence among those in the IT group; however, those in the DTC group did not show any such improvement. We discuss the program's feasibility in terms of developing support resources for teachers in Japanese high schools.

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