000149135 001__ 149135
000149135 005__ 20250125214313.0
000149135 0247_ $$2doi$$a10.1080/08856257.2021.1963151
000149135 0248_ $$2sideral$$a124683
000149135 037__ $$aART-2022-124683
000149135 041__ $$aeng
000149135 100__ $$0(orcid)0000-0002-2516-6053$$aLópez de la Fuente, M. José$$uUniversidad de Zaragoza
000149135 245__ $$aCoaching SNAs can improve children’ participation in daily living skills: A quasi-experimental pretest-posttest design study
000149135 260__ $$c2022
000149135 5060_ $$aAccess copy available to the general public$$fUnrestricted
000149135 5203_ $$aSpecial Needs Assistants (SNAs) serve an essential role to support children with disabilities; thus, they need efficient training. The one-on-one coaching following a workshop was compared with a control group that only received a workshop. A quasi-experimental study was conducted in two of the five public special education schools in Zaragoza (Spain); seventeen paraprofessionals and thirty-seven children participated voluntarily. The Canadian Occupational Performance Measure (COPM) was administered pre and post-intervention to evaluate changes in the participation of children with disabilities. Questionnaires for assessing competencies and needs were issued for both groups of SNAs, and the kinds of goals and the adaptations required were analysed. The intervention was guided by an occupational therapist (OT). Children in the intervention group showed significant gains in goals identified by assistant and therapist. However, both groups of SNAs indicated they had improved their skills. Through collaboration with OTs, SNAs can implement practices that enhance children’ participation in activities of daily living in natural environments. SNAs’ training should be carried out according to their real demands and the needs of the children they support.
000149135 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000149135 590__ $$a2.6$$b2022
000149135 591__ $$aEDUCATION, SPECIAL$$b7 / 43 = 0.163$$c2022$$dQ1$$eT1
000149135 592__ $$a0.811$$b2022
000149135 593__ $$aEducation$$c2022$$dQ1
000149135 593__ $$aHealth Professions (miscellaneous)$$c2022$$dQ1
000149135 593__ $$aDevelopmental and Educational Psychology$$c2022$$dQ2
000149135 594__ $$a4.5$$b2022
000149135 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000149135 700__ $$0(orcid)0000-0002-0445-2958$$aGarcía-Foncillas López, Rafael$$uUniversidad de Zaragoza
000149135 700__ $$0(orcid)0000-0002-7876-4735$$aGómez Trullén, Eva M.$$uUniversidad de Zaragoza
000149135 7102_ $$11006$$2245$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Educación Física y Depor.
000149135 7102_ $$11006$$2413$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Fisioterapia
000149135 7102_ $$11011$$2615$$aUniversidad de Zaragoza$$bDpto. Microb.Ped.Radio.Sal.Pú.$$cÁrea Medic.Prevent.Salud Públ.
000149135 773__ $$g37, 5 (2022), 891-906$$pEur. j. spec. needs educ.$$tEuropean journal of special needs education$$x0885-6257
000149135 8564_ $$s347603$$uhttps://zaguan.unizar.es/record/149135/files/texto_completo.pdf$$yPostprint
000149135 8564_ $$s1802046$$uhttps://zaguan.unizar.es/record/149135/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000149135 909CO $$ooai:zaguan.unizar.es:149135$$particulos$$pdriver
000149135 951__ $$a2025-01-25-20:57:04
000149135 980__ $$aARTICLE