000106254 001__ 106254
000106254 005__ 20240104111817.0
000106254 0247_ $$2doi$$a10.3390/ijerph18126332
000106254 0248_ $$2sideral$$a124469
000106254 037__ $$aART-2021-124469
000106254 041__ $$aeng
000106254 100__ $$0(orcid)0000-0002-2516-6053$$aLópez-De-La-Fuente, María José$$uUniversidad de Zaragoza
000106254 245__ $$aContextual, client-centred coaching following a workshop: assistants capacity building in special education
000106254 260__ $$c2021
000106254 5060_ $$aAccess copy available to the general public$$fUnrestricted
000106254 5203_ $$aAssistants serve an essential role in special education to support children with disabilities, but they should be properly trained and supervised. The coaching approach represents one trend that has been gradually implemented in occupational therapy (OT) and rehabilitation services. Still, few studies clearly define the coaching intervention, measure the fidelity of coaching practices, or evaluate capacity building of the caregivers in the long term. This quasi-experimental study compared one-on-one coaching in natural environments following a workshop with a training workshop. Both public schools do not have regular OT services. The primary outcome was the assistant’s performance, measured with the Goal Attainment Scaling (GAS). The secondary outcome was the fidelity of coaching implementation, measured with the Coaching Practices Rating Scale (CPRS). The GAS showed an increased performance of the assistants after the intervention, with significant differences between groups post-intervention (p = 0.015) and large effect size (r = 0.55), but no long-term significant improvements were found at the follow-up (p = 0.072). The CPRS showed an adequate implementation of the five coaching components (joint planning, observation, action, reflection, and feedback), with a total score of 3.5 ± 0.72 (mean ± SD). The results suggest that coaching sessions provided by OTs in schools may improve assistants’ skills to facilitate the student’s participation.
000106254 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000106254 590__ $$a4.614$$b2021
000106254 592__ $$a0.814$$b2021
000106254 594__ $$a4.5$$b2021
000106254 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b45 / 182 = 0.247$$c2021$$dQ1$$eT1
000106254 593__ $$aPollution$$c2021$$dQ1
000106254 591__ $$aPUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH$$b71 / 210 = 0.338$$c2021$$dQ2$$eT2
000106254 593__ $$aHealth, Toxicology and Mutagenesis$$c2021$$dQ1
000106254 591__ $$aENVIRONMENTAL SCIENCES$$b100 / 279 = 0.358$$c2021$$dQ2$$eT2
000106254 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000106254 700__ $$0(orcid)0000-0002-9201-0120$$aHerrero, Pablo$$uUniversidad de Zaragoza
000106254 700__ $$0(orcid)0000-0002-0445-2958$$aGarcía-Foncillas López, Rafael
000106254 700__ $$0(orcid)0000-0002-7876-4735$$aGómez-Trullén, Eva Mª$$uUniversidad de Zaragoza
000106254 7102_ $$11006$$2245$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Educación Física y Depor.
000106254 7102_ $$11006$$2413$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Fisioterapia
000106254 773__ $$g18, 12 (2021), 6332 [12 pp.]$$pInt. j. environ. res. public health$$tInternational journal of environmental research and public health$$x1661-7827
000106254 8564_ $$s6190328$$uhttps://zaguan.unizar.es/record/106254/files/texto_completo.pdf$$yVersión publicada
000106254 8564_ $$s2439395$$uhttps://zaguan.unizar.es/record/106254/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000106254 909CO $$ooai:zaguan.unizar.es:106254$$particulos$$pdriver
000106254 951__ $$a2024-01-04-11:05:39
000106254 980__ $$aARTICLE