文章名称：Using visual support for language and learning in children with SLCN: A training programme for teachers and teaching assistants.
文献引用：Wellington, Wendy, & Stackhouse, Joy. (2011). Using visual support for language and learning in children with SLCN: A training programme for teachers and teaching assistants. Child Language Teaching and Therapy, Vol 27(2), 183-201. doi: https://dx.doi.org/10.1177/0265659011398282, ©2011 by SAGE Publications. Reproduced by
Permission of SAGE Publications.
量表名称：Classroom Use of Visual Supports Observation Sheet
计分方式：The Classroom Use of Visual Supports Observation Sheet consists of 14 items/visual support strategies rated using a Likert scale of 1–4 (1=never used, 4=almost always used).
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量表维度：
Aim: To record teachers/TAs' use of visual support strategies in the classroom
Observation Times (T):
T1: Pre-training
T2: Post-training and mentoring
Т3: Follow up after one school term without further mentoring.
Observation scale:
1 = never used
2 = occasionally used
3 = frequently used
4 = almost always used
Use of visual support | T1 Date | T2 Date | T3 Date |
Real objects | |||
Drawings | |||
Pictures | |||
Rebus symbols | |||
Written word | |||
Signing / gesture | |||
Timetables | |||
Task timetables | |||
Cued articulation / jolly phonics | |||
Sentence makers | |||
Story frames | |||
Communication book | |||
Symbols for social communication | |||
Sequence strips |
