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ERIC Number: EJ1045622
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0264-3944
Teaching Assistants, Neuro-Linguistic Programming (NLP) and Special Educational Needs: "Reframing" the Learning Experience for Students with Mild SEN
Kudliskis, Voldis
Pastoral Care in Education, v32 n4 p251-263 2014
This study examines how an understanding of two NLP concepts, the meta-model of language and the implementation of reframing, could be used to help teaching assistants enhance class-based interactions with students with mild SEN. Participants (students) completed a pre-intervention and a post-intervention "Beliefs About my Learning Experiences Scale" (BALES). The BALES has good internal consistency (Cronbach's a = 0.85) and moderate test-retest reliability (r = 0.75), indicating that the BALES is a psychometrically sound instrument for assessing beliefs about learning experiences. The intervention group were exposed to positive verbal influencing strategies via "reframing" over an intervention period of 12 weeks from TAs who received training in the use of these specific aspects of NLP. Following the intervention, semi-structured interviews were conducted with TAs to elicit information about the perceived utility of the NLP strategies. Semi-structured interviews were also conducted with the students to examine their experiences and perceptions of their learning post intervention. A paired samples "t"-test failed to reveal a statistically reliable difference between average pre-intervention BALES scores (M = 99.17, SD = 12.76) and post-intervention BALES scores (M = 105.75, SD = 15.21) that students with mild SEN achieved t[subscript (11)] = 5.02, p = 1.78, a = 0.10. However, the qualitative responses collected from semi-structured interviews with TAs and with students do suggest that the use of specific elements of NLP, namely the meta-model of language and (embedded) reframing may be helpful, at some intrinsic psychological level, in challenging concepts that SEN students have about their experiences in education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A