Effectiveness of a Teacher Training Program for Students with Symptoms of Developmental Disorders

Data from a Correspondence High School in Japan

Bibliographic Data

ID15512482
AuthorsAtsuko Ishii (0000-0001-5346-6881, The University of Osaka, corresponding author), Hiroko Okuno (0000-0003-2870-2736, The University of Osaka), Takayoshi Nakaoka (0000-0002-6296-2964, Clark Memorial International High School, Hyogo 669-1512, Japan), Hidemi Iwasaka (Nara City Hospital), Masako Taniike (0000-0001-8893-3777, The University of Osaka)
Year2020
Volume17
Issue9
Pages3100-3100
Publication date2020-04-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Environmental Research and Public Health (JOURNAL)
Journal identifiersISSN: 1661-7827 • E-ISSN: 1660-4601
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph17093100
OpenAlexW3023249978
LanguageEN
Citations received1
References cited13

In the present study, a teacher training program based on behavioral therapy was conducted for high school correspondence course teachers of adolescents aged between 15 and 18 years who showed developmental difficulties. Participating teachers were assigned to either an immediate treatment (IT; n = 13) or delayed treatment control (DTC; n = 17) group to evaluate the effectiveness of the program, which comprised five 90-min sessions with small groups of three to six participants and was conducted over three months. The results showed significant improvement in students’ behaviors and social responsiveness and in teachers’ confidence among those in the IT group; however, those in the DTC group did not show any such improvement. We discuss the program’s feasibility in terms of developing support resources for teachers in Japanese high schools

Attention Deficit Hyperactivity Disorder · Autism Spectrum Disorder Research · Child and Adolescent Psychosocial and Emotional Development · Medicine · Psychology

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