匿名使用者
匿名使用者 發問時間: 社會與文化語言 · 8 年前

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TRANSDISCIPLINARY TEAMING

In meetings following initial training, the team learned about transdisciplinary teaming in assessment and engaged in activities that promoted role release (Fig. 2).

Role release is the foundation for transdisciplinary arena assessment. The transfer of expertise across disciplines requires members to give up exclusive ownership of their

expertise and share knowledge and skills with others. Woodruff & McGonigel (1988) discuss five aspects of role release (role extension, role enrichment, role expansion,role exchange, and role support).Role extension and role enrichment are closely related (Woodruff & McGonigel, 1988). Initially, these aspects of role release were addressed as each team member shared information about the theoretical bases, best practices,and commonly used assessment instruments in thei rrespective disciplines. For example, the nurse described

the physical examination process and screening instruments for development, vision, and hearing. The psychologist described developmental assessments and intelligence measures and talked to the team about interpreting normative scores. The occupational therapist

talked to the team about assessment of sensory and motor functioning and intervention strategies. When the team began performing assessments, team members discussed

observations of the child and shared assessment information from their discipline based on those observations.

Role expansion consists of sharing recommendations for intervention based on assessment information from multiple disciplines (Woodruff & McGonigel, 1988).

After each assessment, team members met to discuss the results of the assessment and share recommendations.This allowed for the development of an integrated set of recommendations. Integrated recommendations blend ideas for intervention from several disciplines. For example, the educator may recommend facilitating the development of social skills in interactive play.

2 個解答

評分
  • 8 年前
    最佳解答

    TRANSDISCIPLINARY合作

    會議初步培訓後,團隊了解評估的跨學科合作,搞活動,促進釋放(圖2)。

    釋放的作用是基礎學科領域評估。跨學科的專業知識轉讓,要求成員放棄他們的獨家所有權

    專業知識和共享知識和技能,與他人。伍德拉夫&McGonigel的(1988)討論了五個方面的作用釋放(角色延伸,富集作用,擴大角色,角色交換,以及角色的支持)。角色延伸和作用富集密切相關(伍德拉夫和McGonigel1988)。最初,這些方面釋放的作用得到解決,每個團隊成員分享有關在他們的rrespective學科的理論基礎,最佳實踐,以及常用的評估工具。例如,護士描述

    體檢流程和篩選工具的發展,視力,聽力。心理學家描述發育評估和智力措施,並給球隊談過有關解釋規範性得分。職業治療師

    談到球隊對感覺和運動功能的評估和干預策略。當球隊開始進行評估,團隊成員討論

    這些意見的基礎上觀察兒童和他們的學科評估信息共享。

    擴大角色由從多個的學科(伍德拉夫McGonigel1988)的基礎上評估信息共享干預建議。

    每次評估後,團隊成員開會討論的結果,評估和共享recommendations.This的發展一套綜合的建議允許。集成建議融入想法從幾個學科進行干預。例如,教育家建議促進發展社會技能的互動遊戲。

    參考資料: google
  • 匿名使用者
    8 年前

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