Abstract

 

The range of empirically based evidence on interventions for meeting the needs of students with social, emotional and behavioural difficulties (SEBD) in mainstream schools is rich and varied. This paper is based on an international literature search and review of studies that were published between 1980 and 2012. Particular attention is given to evidence that define the qualities and skills of effective teachers and the value of behavioural and cognitive behavioural interventions.

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Key words

Social-emotional behavioural difficulties, interventions, best practice

 

 

有社交、情緒和行為問題兒童教育的最佳實踐模型及其成果

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摘要



大量經驗研究表明，主流學校採用了各種干預措施以滿足有社交、情緒和行為問題學生的特殊需要。本文對該領域發表於1980-2012年間的國內外文獻進行檢索與綜述。重點對勝任教師素質與技能的定義、行為價值以及認知行為干預的研究進行了綜述。

 

關鍵詞

 

社交情緒行為問題，干預，最佳實踐模型