Speaker
Description
Authors: Anwen Jones (Bangor University), Judy Hutchings (Bangor University), Margiad Williams (Bangor University)
Background: Teaching Assistants (TAs) work with some of the most vulnerable and challenged pupils but often lack the necessary skills to manage child behavioural and social-emotional problems due to the limited training opportunities presented to them. SKILLS (Support for KIds in Learning and Language Strategies) is a five-week web-based programme introducing positive behavioural principles to strengthen TA-pupil relationships, increase praise and develop children’s language. This feasibility trial examined the likelihood of engaging TAs into completing the online programme and obtained participant feedback from which to make further developments to the programme.
Methods: Pre and post-intervention self-report and observational measures were administered. Baseline child behaviour problems were assessed with the teacher-reported Strengths and Difficulties (TSDQ) questionnaire. The Teaching Stress Inventory (TSI) and a sense of competence (PSOC) measure were administered to explore any TA benefits. An evaluation survey gathered participants’ responses to the newly developed programme, exploring engagement and any technical problems with the resource.
Results: Participants (n=16) responded positively, describing SKILLS as being accessible and beneficial to their professional development. Exploratory measures showed a significant increase in the TAs sense of competence and efficacy, and growing use of strategies to prompt children’s language. The sample was adequate for a feasibility study however, a larger sample is needed to determine programme effectiveness.
Discussion: This study addresses the lack of professional learning opportunities presented to TAs with the development and evaluation of an easily accessible programme founded on evidence-based strategies known to improve child and school support staff outcomes. The SKILLS online programme has the potential to improve children’s experience of school and their long-term academic outcomes through improving staff training. This feasibility study is important to further develop this much-needed resource based on stakeholder feedback.
| Conflict of interest | none |
|---|
