Behavioral Consultation to Promote Class-Wide Support for a Regular Elementary School Teacher

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  • MORI Kazuaki
    Aichi Prefectural Haruhidai Special Needs School
  • OKAMURA Shoji
    Department of Special Needs Education, Hyogo University of Teacher Education

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  • 通常の学級担任に対するクラスワイドな支援を用いた行動コンサルテーションの効果の検討 ―教師の支援行動の評価を含めて―
  • ツウジョウ ノ ガッキュウ タンニン ニ タイスル クラスワイド ナ シエン オ モチイタ コウドウ コンサルテーション ノ コウカ ノ ケントウ : キョウシ ノ シエン コウドウ ノ ヒョウカ オ フクメテ

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Abstract

<p>The present study examined effects of behavioral consultation on the extent to which a 3rd-grade teacher at an regular elementary school included students with special education needs in a class in which several children often talked with the students with special needs. Consultation with the teacher attempted to determine functions of the children's behavior with respect to the target child, and to design function-based class-wide support strategies, as well as to discuss other topics, including video and performance feedback. The results showed that the teacher consistently implemented class-wide support, and that the strategies decided on had become more frequent. Furthermore, the class-wide support was associated with an improvement in the target behavior. These results suggest that a function-based behavioral support plan based on the teacher's opinions, feedback from others, and self-monitoring promoted expansion of the teacher's support for class-wide strategies.</p>

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