The Effectiveness of Portage Early Intervention Program in Improving Adaptive Behavior Skills with Intellectual Disorders

The aim of this study was to find the effectiveness of the Portage Program for Early Intervention in improving cognitive competencies of mothers with children having intellectual disabilities in applying portage program, and in developing those children’s adaptive behavior. The experimental sample included 10 children from Irbid Governorate with simple intellectual disabilities, using single-group experimentation. To achieve the goal of the study, the Portage Program (second edition) was adopted as well as the cognitive competence scale for pre and post-test, and the adaptive behavior scale for children with intellectual disabilities. Data from the implemented scales were treated statistically using proper statistical methods. The study reached the following results: There were statistically significant differences at the level of significance (α=0.05) between the means of the pre- and post-test for performance of mothers of children with simple intellectual disabilities in the cognitive competence scale. There were statistically significant differences at the level of significance (α=0.05) between the pre- and post-test means for performance of children with simple intellectual disabilities in the adaptive behavior scale. There were statistically significant differences at the level of significance (α=0.05) between the post and follow up test means for performance of children with simple intellectual disabilities in the adaptive behavior scale. The study sets various recommendations in the fields of education and research. The results of the qualitative analysis indicated a noticeable improvement in the performance of the adaptive behavior skills of the individuals participated in study.

O BEHAVIOR SKILLS TRAINING (BST) NO TREINO DE PROFISSIONAIS PARA MANEJO DE COMPORTAMENTOS DESAFIANTES EM CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA (TEA)

Introdução: É visto a necessidade da universalização do Behavior Skills Training (BST) procedimento que auxilia na aquisição de repertórios, em crianças com diagnóstico do Transtorno do Espectro Autista (TEA). Este estudo se justifica pela utilidade do procedimento e sua relevância em diferentes áreas de conhecimento, entre elas a educação, saúde e áreas afins. Objetivo: Buscou-se identificar os critérios diagnósticos do TEA a ocorrência de algumas comorbidades e outros excessos de comportamentos relacionados. Além disso, propôs-se analisar a função do comportamento desafiante, a análise funcional, e descrever o BST e seus principais componentes. Material e Métodos: O presente estudo foi uma pesquisa bibliográfica exploratória, foram realizadas buscas por meio de diferentes bases de dados e portais de pesquisa como: Scielo, Southern Illinois University Carbondale, Behav Analysis Practice, e Revista Brasileira de Terapia Comportamental e Cognitiva. Resultados: Observou-se diversas evidências científicas do BST no ensino de repertórios em diferentes campos, bem como, a baixa produção de conhecimento cientifico na saúde e educação, como também, um número reduzido de sessões necessárias para alcançar critérios de aprendizagem, sendo, portanto, uma intervenção viável voltada para profissionais que atendem crianças com TEA. Considerações Finais: Este estudo possibilitou ampliar o olhar e sugerir alternativas de intervenções e refletir acerca de ações voltadas ao treino de profissionais para o manejo de comportamentos desafiantes em crianças com TEA. Pesquisar sobre este tema auxilia no entendimento dos diversos aspectos envolvidos na atuação do profissional, perceber que se faz necessário ampliar os estudos e discussões sobre este tema que permeia diferentes práticas profissionais. PALAVRAS-CHAVE: “Treinamento de habilidades comportamentais”. “Behavior Skills Training”. “Autismo”. “Psicologia”.

The role of student self-government in the envi-ronment of technical university

Forming the future specialist’ social responsibility during the studies is an urgent problem of higher education, as social responsibility is an important personal characteristic that is directly related to solving professional and life problems. The formation of students’ social responsibility is influenced by many factors, one of which is the activities of student self-government. Goal. The determination of the role of student self-government bodies in the university environment and in the students’ social responsibility formation. Methodology. The use of situations of involving in real professional-labor relations, participation in competitions, exhibitions, solving production tasks, example of life and activity of senior colleagues, collective labor actions and courses and groups is a powerful integrative factor that contributes to the formation of a responsible attitude of future professionals to performing their duties, and as a consequence, increasing the level of social responsibility. The positive consequences of involving students in self-government are manifested in the emotional uplift of students, expanding the range of their interests, positive and active attitude to self-improvement, in the pursuit of ethical behavior, skills of emotional and volitional self-regulation, etc. Results. An effective involvement of student self-government bodies in the management of a higher educational institution in order to increase social responsibility. Originality. It is shown that the bodies of student self-government have wide possibilities of influence on forming students’ social responsibility through providing the purposeful forming of necessary knowledge and skills needed for development of responsibility. Practical value. The importance of student self-government in the formation of students’ social responsibility is confirmed in the protection of educational, scientific, social, creative, national-cultural, spiritual, sports, economic and other interests of students, the formation of skills of future organizers, leaders.

Professional Development With Ongoing Coaching: A Model for Improving Educators’ Implementation of Evidence-Based Practices

Behavior skills training (BST) with ongoing coaching is an effective form of professional development that creates sustained educator practice change and improves student outcomes. We provide a model for how BST can be used to improve the implementation of evidence-based practices with both teachers and paraprofessionals, the latter of whom often do not receive professional development opportunities or coaching. We propose a model for BST with digital tools that can be used in face-to-face, hybrid, and virtual formats, which is timely given the pandemic. A vignette with a dyad of educators is used to illustrate the model and examples of fidelity and coaching forms are included. A figure of the BST process with visual supports provided to the educators is included.

Preparing Teachers for Developing a Safety Culture in Younger Schoolchildren

The article reveals the ways of increasing the competence in the field of safe life among teachers who work with primary school students. Safety culture is considered as one of the components of social functional literacy of primary schoolchildren. On the basis of the professional standard “Teacher”, the author determines the actual knowledge and skills that must be mastered by the teacher for the successful formation of safe behavior skills in children of primary school age in different situations and areas of the surrounding reality. The article presents the results of the initial and repeated questionnaires of teachers after their training in special programs, which allow eliminating professional deficits and increasing teachers’ readiness to foster a safety culture in younger schoolchildren that ensures their positive socialization.

ASSERTIVE TREATMENT IN PSYCHIATRY (LITERATURE REVIEW)

Изучение влияния учебных курсов по настойчивому поведению подтвердило, что приобретение навыков уверенного поведения приводит к повышению уверенности в себе и самооценки. Была обнаружена положительная статистически значимая корреляция между настойчивыми поведенческими навыками и самооценкой, т.е. чем выше напористость ученика, тем выше его самооценка. Research on the impact of training courses on assertive behavior has shown that the acquisition of assertive behavior skills leads to increased self-confidence and self-esteem. A statistically significant positive correlation was found between persistent behavioral skills and self-esteem, i.e. the higher the student's assertiveness, the higher his self-esteem.

Assessment of Entrepreneurial Behavior Skills among Small Farmers: An Exploratory Study

Aim - The study assessed the entrepreneurial behavior skills of smallholder potato farmers in Nakuru County, Kenya. Methodology - A structured questionnaire was used to collect data. Data were collected from a total of 267 respondents using multistage sampling techniques. The principal component analysis was used to check the reliability and construct variability of entrepreneurial behavior skills. An entrepreneurial behavior index was generated to measure the behavior skills of smallholder potato farmers. Findings - The results show that most smallholder potato farmers had a medium level of risk-taking ability, proactiveness behavior, innovativeness behavior, information-seeking behavior, cosmopoliteness behavior, and decision-making ability. The study concluded that this medium level of entrepreneurial behavior skills made smallholder potato farmers unable to perceive potato farming as a profitable and viable agribusiness venture. Originality - The study recommends that entrepreneurial training with practical demonstration and effective communication skills should be used as an approach to empower and promote the development of entrepreneurial behavior qualities among smallholder potato farmers.