Friday, 29 August 2014

OUTCOME EVALUATION

引導式教育對腦性麻痺幼兒如廁行為之研究
A lesson from Taiwan
Summary
The purpose of this study is to examine the effectiveness of Conductive Education towards the toileting behavior of pre-school children with cerebral palsy. The suject was a pre-school child with cerebral palsy. This study adopted 'A-B-A' withdrawal design, one of single subject experimental design. The independent variable was the Conductive Education, while the dependent variables were the effect of instantaneity, maintainability and generalization in cognition ability, physical ability (motor ability), and intention of toileting behavior.


The observation data were collected by the researcher during the baseline period, treatment period, maintenance period, and generalization period. These data were then visually analyzed and time-series C statistic. At the end of the training, questionnaires and interviews were used to examine the social validity of this study.


The conclusions of this study were as follows:


1. Conductive Education can improve the cognition ability of toileting behavior of pre-school children with cerebral palsy with instant, maintainable and generalized effects.


2. Conductive Education can improve the physical ability (motor ability) of toileting behavior of pre-school children with cerebral palsy with instant, maintainable and generalized effects.


3. Conductive Education can improve the intention of toileting of pre-school children with cerebral palsy with instant, maintainable and generalized effects.


Lastly, some applications for the instructional activities and the further researches were recommended, according to findings of this study.



There is a very full bibliography appended.

I do not know what precisely is meant by 'Conductive Education' here but of particular interest here is the model of evaluation adopted and reported (A-B-A with an individual case). This has been something remarkably absent from all the talk of 'researching Conductive Education' in the Western world over the years.

I suspect that most people in Conductive Education will struggle with the language and position of Skinnerian operance but this approach does have some important features in common with the conductive approach, not least its dependence upon teaching, pragmatism and future-orientation, more so than met in some  other less compatible approaches that CE has been associated with over the years.

There has only been one published theoretical discussion on these congruities, a brief correspondence some years ago between John Presland and Andrew Sutton in The Conductor magazine by John Presland (to be republished soon on Conductive World).

This way of outcome-evaluation has the enormous practical advantages of requiring no additional cost. being technically valid, permitting continuous programme modification to suit progress, and having a wide potential audience.

Reference

Jing Chenrui (2014) 引導式教育對腦性麻痺幼兒如廁行為之研究 [The effectiveness of conductive education towards the toileting behavior of pre-school children with cerebral palsy], Masterate in Education, Taipei National University of Education, Taiwan

Presland, J. L. (1992) Paths to mobility in 'special care': a guide to teaching gross motor skills to children with very severe learning difficulties, 2nd edition, Kidderminster, BIMH Publications



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