Thesis (MEdPsych)--University of Stellenbosch, 2003. / 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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53631 |
| Date | 03 1900 |
| Creators | Van Wyk, M. M. (Martha Magdalena) |
| Contributors | Newmark, R., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 77 p. |
| Rights | Stellenbosch University |
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