The experiences of a tutor during the implementation of an applied behaviour analysis programme : a case study

Van Wyk, M. M. (Martha Magdalena) (2003-03)

Thesis (MEdPsych)--University of Stellenbosch, 2003.

Thesis

ENGLISH ABSTRACT: This study was undertaken with the view to explore the experiences of tutors of children with the dual diagnosis of Autism and Down syndrome during the implementation of an Applied Behaviour Analysis support programme The parents of the children willingly participated in a research project of the Department of Educational Psychology and Specialized Education at the University of Stellenbosch. A private individual funded the project. The aim of the project was to evaluate the effectiveness of an Applied Behavior Analysis support programme over a period of 26 weeks on an individual that has Autism. The programme impacted the daily lives of the tutors. The question soon arose as to how the intensive contact between tutor and the child would be experienced by the tutor. A literature review was conducted to obtain a perspective of research done in this field. I fulfilled the dual role of researcher and trainee educational psychologist. The social contructivist framework was chosen as the preferred educational psychological framework from which to approach the study, while the participatory action research paradigm lent itself to describe the individual experiences of the tutors. The experiences were gathered from interviews, observations, video material, journals and reflections. The research report describes a variety of possible experiences the tutor underwent and the repercussions thereof. Suggestions were made as to how adaptations to the programme could serve to expand the training of educational psychologists and tutors.

AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die belewenisse van tutors van kinders met die dubbel diagnose van Outisme en Down sindroom tydens 'n Toegepaste Gedragsmodifikasie Analise program te ondersoek. Die ouers van die kinders het vrywilliglik deelgeneem aan 'n navorsingsprojek van die Departement Opvoedkunde en Spesialiseringsonderwys van die Universiteit van Stellenbosch. Fondse vir die projek is van 'n privaat persoon ontvang. Die doel van die projek was om die effektiwiteit van die program oor 'n tydperk van 26 weke te evalueer. Die tutors se daaglikse lewe is deur die program beïnvloed en die vraag het ontstaan hoe die intensiewe kontak tussen kind en tutor deur die tutor beleef sou word. 'n Literatuurstudie is onderneem om inligting oor bestaande navorsing in te win. Ek het tydens die projek die rol van beide navorser en opvoedkundige sielkundige in opleiding vervul. Die sosiaal konstruktiwistiese raamwerk is bespreek as 'n sinvolle opvoedkundige sielkundige raamwerk, terwyl die deelnemende aktiewe navorsingsparadigma homself daartoe leen om die belewenisse van die tutors te beskryf. Die belewenisse is ingesamel deur middel van onderhoude, observasie en video materiaal, 'n joernaal en refleksies. Hierdie navorsingsprojek beskryf 'n verskeidenheid van die moontlike belewenisse van die tutors sowel as die moontlike nagevolge daarvan. Voorstelle oor moontlike aanpassings in die program word gemaak om sodoende die opleiding van tutors sowel as opvoedkundige sielkundiges in opleiding te verbeter.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/53631
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