INVESTIGATING THE EFFECT PEER TRAINING PROGRAM ON ADOLESCENTS EXPERIENCING PEER

2021 ◽  
Vol 6 (14) ◽  
pp. 1742-1763
Author(s):  
Binnaz KIRAN
Keyword(s):  
Training Program ◽  
Peer Training

Outcomes of a child-based manual wheelchair skills peer training program: an exploratory case report

2021 ◽  
pp. 1-5
Author(s):  
Lisa K. Kenyon ◽  
Elizabeth N. Hesse ◽  
Katelynn J. Pakkala ◽  
Sebastian Vanderest
Keyword(s):  
Case Report ◽  
Training Program ◽  
Peer Training ◽  
Manual Wheelchair

The social interaction of an adolescent who uses AAC: The evaluation of a peer-training program

2005 ◽  
Vol 21 (4) ◽  
pp. 278-294 ◽  
Author(s):  
Margaret Lilienfeld ◽  
Erna Alant
Keyword(s):  
Social Interaction ◽  
Training Program ◽  
Peer Training ◽  
The Social

Promoting Interactions among Preschoolers with and without Disabilities: Effects of a Buddy Skills- Training Program

1997 ◽  
Vol 63 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Kris English ◽  
Howard Goldstein ◽  
Karin Shafer ◽  
Louise Kaczmarek
Keyword(s):  
Social Interaction ◽  
Training Program ◽  
Children With Disabilities ◽  
Peer Interactions ◽  
Skills Training ◽  
Educational Goal ◽  
Peer Training ◽  
Alternative Strategies ◽  
Teaching Interaction ◽  
School Day

The promotion of friendship development for children with disabilities is now considered a primary educational goal. Peer-mediated interventions have been used successfully to increase social interaction between children with and without disabilities, although implementation has usually been restricted to play time. We investigated the effects of alternative strategies that included pairing four children with disabilities with several trained peers (“buddies”) during a variety of activities across the school day and teaching interaction skills to both children with and without disabilities. Interactions between children with and without disabilities increased significantly after peer training; supplemental dyadic training resulted in minimal increases in responsiveness on the part of children with disabilities. This intervention appears to be a useful approach for promoting peer interactions, a prerequisite for the development of friendships in integrated preschools.

Training program in maxillofacial prosthetics for medical artists

1975 ◽  
Vol 39 (11) ◽  
pp. 716-721
Author(s):  
A Katz ◽  
S Pruzansky
Keyword(s):  
Training Program

Vanderbilt dental auxiliary training program

1971 ◽  
Vol 35 (10) ◽  
pp. 641-641
Author(s):  
SJ Gibbs ◽  
L Zucker
Keyword(s):  
Training Program

A rater training program in removable prosthodontics

1984 ◽  
Vol 48 (5) ◽  
pp. 251-257 ◽  
Author(s):  
Weaver ◽  
W Saeger
Keyword(s):  
Training Program ◽  
Rater Training

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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