Đào tạo kỹ năng hành vi và văn hóa: Hỗ trợ giáo viên dạy đọc tại các trung tâm giáo dục người lớn

Mya Hernandez1, Denise Ross2, Ariana D’Arms3
1Lake Michigan College, Benton Harbor, USA
2Kennesaw State University, Kennesaw, USA
3University of Wisconsin-Whitewater, Whitewater, USA

Tóm tắt

Việc cung cấp hướng dẫn đọc hiệu quả cho cha mẹ có trình độ văn hóa thấp là điều cần thiết do những hệ lụy quan trọng của khả năng đọc đối với trẻ em và gia đình của chúng. Các chương trình giáo dục người lớn dạy đọc đóng vai trò quan trọng trong việc cải thiện kết quả văn hóa cho các bậc phụ huynh cần hỗ trợ. Nghiên cứu hiện tại đánh giá tác động của một gói đào tạo kỹ năng hành vi (BST) đối với việc đào tạo giáo viên dạy văn hóa người lớn thực hiện các bước của BST khi dạy cha mẹ. Bốn giáo viên dạy văn hóa người lớn đã tham gia nghiên cứu cùng với một cha mẹ có trình độ văn hóa thấp. Biến phụ thuộc chính là tỷ lệ phần trăm các bước của gói BST được thực hiện đúng trong các phép đo tập huấn giáo viên. Các phép đo thứ cấp được thực hiện đối với hiệu suất của cha mẹ ở mỗi bước của các hoạt động văn hóa mà họ được đào tạo. Sau phiên BST, hiệu suất của giáo viên được cải thiện khi thực hiện các bước của gói BST với cha mẹ và các cộng sự cha mẹ trong các phép đo duy trì. Các biện pháp chấp nhận điều trị cho thấy sự đồng thuận cao đối với gói đào tạo. Các kết quả và những cân nhắc thực tiễn khi đào tạo giáo viên giáo dục người lớn được thảo luận.

Từ khóa

#đào tạo kỹ năng hành vi #văn hóa #giáo dục người lớn #hướng dẫn đọc #giáo viên dạy văn hóa #hỗ trợ cha mẹ

Tài liệu tham khảo

Baker, S. K., Santoro, L. E., Chard, D. J., Fien, H., Park, Y., & Otterstedt, J. (2013). An evaluation of an explicit read aloud intervention taught in whole-classroom formats in first grade. The Elementary School Journal, 113(3), 331–358. https://doi.org/10.1086/668503 Baker, S. K., Smolkowski, K., Katz, R., Fien, H., Seeley, J. R., & Kame’enui, E. J., & Beck, C. T. (2008). Reading fluency as a predictor of reading proficiency in low-performing, high-poverty schools. School Psychology Review, 37(1), 18–37. https://doi.org/10.1080/02796015.2008.12087905 Belzer, A. (2007). Volunteer one-to-one tutoring: Critical factors in providing quality instruction. In A. Belzer (Ed.) Toward defining and improving quality in adult basic education: Issues and challenges (pp. 107–124). Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203936740 Brock, M. E., Cannella-Malone, H. I., Seaman, R. L., Andzik, N. R., Schaefer, J. M., Page, E. J., Barczak, M. A., & Dueker, S. A. (2017). Findings across practitioner training studies in special education: A comprehensive review and meta-analysis. Exceptional Children, 84(1), 7–26. https://doi.org/10.1177/0014402917698008 Brown, M. W., Hurd, C., Kahn, S., Fink, C., & Marxer, M. (1947). Goodnight moon. Harper Collins. Ceprano, M. A. (1995). Strategies and practices of individuals who tutor adult illiterates voluntarily. Journal of Adolescent Adult Literacy, 39(1), 56–64. Charlop, M. H., Lang, R., & Rispoli, M. (2018). Conclusion: Play and social skills as behavioral cusps. In N. S. Nirbhay (Ed.), Play and social skills for children with autism spectrum disorder. Evidence-based practices in behavioral health (pp. 155–162). https://doi.org/10.1007/978-3-319-72500-0_9 Dogan, R. K., King, M. L., Fischetti, A. T., Lake, C. M., Mathews, T. L., & Warzak, W. J. (2017). Parent-implemented behavioral skills training of social skills. Journal of Applied Behavior Analysis, 50, 805–818. https://doi.org/10.1002/jaba.411 Erath, T. G., DiGennaro Reed, F. D., Sundermeyer, H. W., Brand, D., Novak, M. D., Harbison, M. J., & Shears, R. (2019). Enhancing the training integrity of human service staff using pyramidal behavioral skills training. Journal of Applied Behavior Analysis, 53(1), 449–464. https://doi.org/10.1002/jaba.608 Fetherston, A. M., & Sturmey, P. (2014). The effects of behavioral skills training on instructor and learner behavior across responses and skill sets. Research in Developmental Disabilities, 35(2), 541–562. https://doi.org/10.1016/j.ridd.2013.11.006 Fien, H., Santoro, L., Baker, S. K., Park, Y., Chard, D. J., Williams, S., & Haria, P. (2011). Enhancing teacher read alouds with small-group vocabulary instruction for students with low vocabulary in first-grade classrooms. School Psychology Review, 40(2), 307–318. https://doi.org/10.1080/02796015.2011.12087720 Flesch, R. F. (1981). How to write plain English: A book for lawyers. Consumers. Gianoumis, S., Seiverling, L., & Sturmey, P. (2012). The effects of behavior skills training on correct teacher implementation of natural language paradigm teaching skills and child behavior. Behavioral Interventions, 27(2), 57–74. https://doi.org/10.1002/bin.1334 Greer, R. D. (2020). The selector in behavior selection. The Psychological Record, 70(4), 543–558. https://doi.org/10.1007/s40732-020-00385-3 Hernandez, M. L. (2019) Behavioral Skills Training and literacy: Supporting reading instructors in adult education centers (Publication No. 3517) [Doctoral dissertation, Western Michigan University]. ScholarWorks@WMU. https://scholarworks-wmich-edu.libproxy.library.wmich.edu/dissertations/3517 Hernandez, D. J. (2012). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Annie E. Casey Foundation. https://eric.ed.gov/?q=Double+jeopardy%3a+How+third+grade+reading+skills+and+poverty+influence+high+school+graduation.&id=ED518818 Homlitas, C., Rosales, R., & Candel, L. (2014). A further evaluation of behavioral skills training for implementation of the picture exchange communication system. Journal of Applied Behavior Analysis, 47(1), 198–203. https://doi.org/10.1002/jaba.99 Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation on the multiple baseline. Journal of Applied Behavior Analysis, 11(1), 189–196. https://doi.org/10.1901/jaba.1978.11-189 Jones, C. D., & Reutzel, D. R. (2012). Enhanced alphabet knowledge instruction: Exploring a change of frequency, focus, and distributed cycles of review. Reading Psychology, 33(5), 448–464. https://doi.org/10.1080/02702711.2010.545260 Kirkpatrick, M., Akers, J., & Rivera, G. (2019). Use of behavioral skills training with teachers: A systematic review. Journal of Behavioral Education, 28, 344–361. https://doi.org/10.1007/s10864-019-09322-z Kirkpatrick, M., Rehfeld, D. M., Akers, J. S., Rivera, G., & Sulak, T. N. (2021). Using behavioral skills training with preservice teachers in the university classroom. Behavioral Interventions, 36(1), 145–158. https://doi.org/10.1002/bin.1764 Kornacki, L. T., Ringdahl, J. E., Sjostrom, A., & Nuernberger, J. E. (2013). A component analysis of a behavioral skills training package used to teach conversation skills to young adults with autism spectrum and other developmental disorders. Research in Autism Spectrum Disorders, 7(11), 1370–1376. https://doi.org/10.1016/j.rasd.2013.07.012 Lennox, S. (2013). Interactive read-alouds—An avenue for enhancing children’s language for thinking and understanding: A review of recent research. Early Childhood Education Journal, 41(5), 381–389. https://doi.org/10.1007/s10643-013-0578-5 Lesgold, A. M., & Welch-Ross, M. K. (2012). Improving adult literacy instruction: Options for practice and research. The National Academies Press. https://doi.org/10.17226/13242 Michigan Association of Intermediate School Administrators General Education Leadership Network Early Literacy Task Force (2017). Essential instructional practices in early literacy: K to 3. MAISA GELN. https://www.gomaisa.org/literacy-essentials/the-essentials/essential-instructional-practices-in-early-literacy-grades-k-to-3/ Nabeyama, B., & Sturmey, P. (2010). Using behavioral skills training to promote safe and correct staff guarding and ambulation distance of students with multiple physical disabilities. Journal of Applied Behavior Analysis, 43(2), 341–345. https://doi.org/10.1901/jaba.2010.43-341 Nigro-Bruzzi, D., & Sturmey, P. (2010). The effects of behavioral skills training on mand training by staff and unprompted vocal mands by children. Journal of Applied Behavior Analysis, 43(4), 757–761. https://doi.org/10.1901/jaba.2010.43-757 Organisation for Economic Co-operation and Development (2013). Time for the U.S. to reskill?: What the survey of adult skills says. OECD Publishing. https://doi.org/10.1787/9789264204904-en Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2–11. https://doi.org/10.1007/BF03391819 Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2013). Teaching practitioners to conduct behavioral skills training: A pyramidal approach for training multiple human service staff. Behavior Analysis in Practice, 6(2), 4–16. https://doi.org/10.1007/BF03391798 Perry, K. H., & Hart, S. J. (2012). “I’m just kind of winging it”: Preparing and supporting educators of adult refugee learners. Journal of Adolescent & Adult Literacy, 56(2), 110–122. https://doi.org/10.1002/JAAL.00112 Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6), 607–626. https://doi.org/10.1007/s11145-009-9174-x Piasta, S. B., & Wagner, R. K. (2010). Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill. Journal of Experimental Child Psychology, 105(4), 324–344. https://doi.org/10.1016/j.jecp.2009.12.008 Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, M. J., Minjung, K., & Simmons, L. (2011). The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay. Exceptional Children, 77(2), 161–183. https://doi.org/10.1177/001440291107700202 ProLiteracy (2022). Adult literacy and basic education: The facts. ProLiteracy. https://www.proliteracy.org/Adult-Literacy-Facts Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of Applied Behavior Analysis, 30(3), 533–544. https://doi.org/10.1901/jaba.1997.30-533 Rothwell, J. (2020). Assessing the economic gains of eradicating literacy nationally and regionally in the United States. Barbara Bush Foundation for Family Literacy. https://www.barbarabush.org/wp-content/uploads/2020/09/BBFoundation_GainsFromEradicatingIlliteracy_9_8.pdf Santoro, L. E., Chard, D. J., Howard, L., & Baker, S. K. (2011). Making the very most of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61(5), 396–408. https://doi.org/10.1598/RT.61.5.4 Schaefer, J. M., & Andzik, N. R. (2021). Evaluating behavioral skills training as an evidence-based practice when training parents to intervene with their children. Behavior Modification, 45(6), 887–910. https://doi.org/10.1177/0145445520923996 Smith, S. G., Mattson, S. L., Aguilar, J., Pyle, N., & Higbee, T. S. (2022). Behavioral skills training with adult interventionists: A systematic review. Review Journal of Autism and Developmental Disorders, 1–24. https://doi.org/10.1007/s40489-022-00339-1 Suberman, R., & Cividini-Motta, C. (2020). Teaching caregivers to implement mand training using speech generating devices. Journal of Applied Behavior Analysis, 53(2), 1097–1110. https://doi.org/10.1002/jaba.630 Thomas, B. R., Lafasakis, M., & Spector, V. (2016). Brief report: Using behavioral skills training to teach skateboarding skills to a child with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 3824–3829. https://doi.org/10.1007/s10803-016-2900-8 Vostal, B. R., Mrachko, A. A., Vostal, M., & McCoy, A. (2021). Effects of group behavioral skills training on teacher candidates’ acquisition and maintenance of active listening. Journal of Behavioral Education, 31, 679–698. https://doi.org/10.1007/s10864-021-09431-8 Ward-Horner, J., & Sturmey, P. (2012). Component analysis of behavior skills training in functional analysis. Behavioral Interventions, 27(2), 75–92. https://doi.org/10.1002/bin.1339