Abstracts
Résumé
L’intégration scolaire des élèves présentant des difficultés comportementales représente un défi particulier pour les enseignants, spécialement au secondaire. Un programme d’Accompagnement collaboratif des enseignants du secondaire (ACES), utilisant l’évaluation fonctionnelle des comportements et les techniques comportementales, a été offert à des enseignants oeuvrant auprès d’adolescents présentant des difficultés comportementales. ACES a pour but de faciliter l’intégration scolaire des adolescents présentant des troubles du comportement en classe ordinaire. Il comporte cinq à six rencontres d’accompagnement par année se déroulant de novembre à mai et est offert selon deux modalités, soit en individuel ou en groupe. Les objectifs de l’étude sont d’évaluer les effets de ce programme auprès des enseignants, en particulier sur leur stress à enseigner aux ÉPDC, la qualité de la relation maître-élève, leurs attitudes envers l’intégration scolaire de ces élèves et leur sentiment d’auto-efficacité. Cent-vingt-neuf enseignants (88 femmes et 41 hommes) ont participé à l’étude, répartis en un groupe expérimental (n = 85) et en un groupe témoin (n = 44). Les résultats ne montrent aucun effet du programme d’accompagnement sur la qualité de la relation maître-élève, mais une diminution significative du stress des enseignants ayant bénéficié du programme par rapport au groupe de comparaison. Alors que les attitudes envers l’intégration scolaire deviennent plus négatives à la fin de l’année scolaire pour le groupe témoin, elles demeurent stables pour les enseignants dans le groupe expérimental.
Mots-clés :
- accompagnement,
- difficultés de comportement,
- école secondaire,
- stress à enseigner,
- relation maître-élève
Abstract
Mainstreaming of behavior disorder students is a challenging task for teachers, particularly at secondary schools. A collaborative school consulting program (ACES), using functional behavior assessment and applied behavioral techniques, was offered to teachers working with adolescents with behavioral difficulties in regular classrooms. Its goal was to facilitate integration of adolescents with behavior difficulties in mainstream classes of secondary schools. ACES proposes five to six consultation meetings throughout the school year, between November and May, and is offered in two ways, either individually or in groups. One hundred and twenty-nine teachers (88 women and 41 men) participated in the project allocated into two treatment groups (n = 85), and one comparison group (n = 44). The results showed no significant difference in the quality of the master-pupil relationship, but a significant decrease in teacher stress for the treatment groups compared to the comparison group. While attitudes toward inclusive education become more negative at the end of the school year for the control group, they remain stable for treatment groups.
Keywords:
- school consultation,
- behavior difficulties,
- secondary school,
- teaching stress,
- teacher-student relationship
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Appendices
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