CLM（青少儿精神康复系统）康复培训主管Rae-Ann女士采访录

简介：Rea-Ann

经验

教练督导总监, TUCCI LEARNING SOLUTIONS、圣何塞、加利福尼亚州 2014 - 至今

Organize annual professional development schedule in collaboration with CEO

与总裁合作制定年度专业发展计划

Conduct in-vivo and virtual trainings for TUCCi staff across all geographical regions 

为所有地区的TUCCi员工进行现场和虚拟培训

Publish professional development accomplishments for all staff 

公布全体员工的专业发展成果

Schedule ABA services for all service levels in Monterey region 

为蒙特利地区安排各种ABA服务

Maxstar clinic's CLM mental coach

深圳美灵星临床心理专科门诊部CLM项目指导教练

区域协调员(共享职位)、TUCCI LEARNING SOLUTIONS、圣何塞、 加利福尼亚州  2011－2014

Scheduled and attended monthly meetings with Special Education Directors for 4 school districts

每月安排和参加与4个学区特殊教育主任的会议

Facilitated monthly BCBA and Coordinator meetings

促成月度BCBA和协调人会议

Attend IEP meetings when requested by the BCBA/Coordinator or district

当BCBA/协调人或地区要求时，参加IEP会议

Managed scheduling for Behavior Specialists

行为专家的管理调度

行为康复教练、TUCCI LEARNING SOLUTIONS、圣何塞、 加利福尼亚州 2005 - 2011

Monitor staff, educators and parents in the implementation of the Competent Learner

监督员工、教育工作者和家长实施“有能力的学习者”计划

Model in classroom, home and community settings

塑造教室、家庭和社区环境中的设置

Collaborated with staff, educators and parents in developing objectives to instruct

与工作人员、教育工作者和家长合作制定教学目标

learners to perform newly learned skills in a variety of situations

学习者在不同的情况下执行新学习的技能

Construct and maintain learner binders to monitor and assess learning objectives

建立和维护学习者资料夹，以监测和评估学习目标

圣克拉拉县教育局特殊日间老师、 坎贝尔、加利福尼亚州 1999 - 2005

Full time preschool and elementary teacher for students with moderate/severe autism

为中/重度自闭症学生提供全日制学前和小学教师

Develop and assess comprehensive individual education plans

制定和评估全面的个人教育计划

Supervise two to fifive paraprofessionals

管理2－5名准专业人员

Collaborative planning and assessment with SLP、OT and community agencies

与SLP、OT和社区机构合作规划和评估

教育

西弗吉尼亚大学 (在线) - 协调认证证书 - 2018

圣何塞州 - 中、重度残疾教师资格证书 - 2004

萨斯喀彻温省大学、加拿大、社会学学士 - 1999

萨斯喀彻温省大学、加拿大、教育学学士 - 1991

技能

Excellent organization of administrative tasks

出色的行政工作组织能力

Strong expressive & receptive communication skills

较强的表达和接受能力

Ability to observe and assess situations and effectively provide a response

能够观察和评估情况，并有效地作出反应

Leadership qualities to manage individual, small group and large groups in person and virtually

具有亲自和虚拟管理个人、小群体和大群体的领导能力

Effificient in Microsoft Offifice, Google Suite and NPA

熟练使用Microsoft office，谷歌Suite和NPA

获奖

Multicultural Award - San Jose State University, 2003

多元文化奖-圣何塞州立大学，2003年

Outstanding Ability Awareness Project - San Jose State University, Department of Special Education, 2003

杰出能力意识项目-圣何塞州立大学，特殊教育系，2003年

Outstanding Teacher Of The Year - Santa Clara Offifice of Education - 2001

年度优秀教师-圣克拉拉教育办公室- 2001年

Toto Award - Santa Clara County of Education, 2000

托托奖-圣克拉拉县教育，2000年

专家访谈

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Reporter：Dear Ms. Rae-Ann, Hello! It is an honor to have the opportunity to interview you. As i know, you are responsible for rehabilitation training in Tucci company. How many CLM rehabilitators you have been trained? Where are they work after they finished the training.

记者：尊敬的Rae-Ann女士，您好！很荣幸有机会采访到您，据我所知，您在Tucci Learning Solutions,Inc(以下简称Tucci公司）负责所有康复师的培训，已经培训过多少位成熟的CLM康复师？他们都在哪些地方工作？

Rae-Ann：Globally, there have been 465 certified CLM coaches. Those coaches are coaching the rehabilitators. During my past 17 years, I have coached over 50 behavior specialists who provide behavioral services in the homes and schools with Tucci Learning Solutions. And then I also provided CLM coaching to parents and family in 3 different countries (United States, Canada & Algeria. Also supporting a CLM Coach in Training in China). As well as 20 teachers and support staff in classrooms across California. 

So that sort of everything in the past 17 years. Currently, what I am doing is oversee the development of future certified CLM Coaches and instructors at Tucci Learning Solutions. And working with Dingxin at Maxstar.

Some CLM certified coaches  have their own clinic. They often have the title of behavior therapists or behavior technicians.  In China you call them rehabilitators. Many of them are teachers in classrooms. I should also add one thing, at Tucci Learning Solutions we provide ABA service in homes too.

Mostly in USA, but I don’t have the listed countries that they all in. Maybe Kristen has the countries for you. For every country or implementation that the CLM is in. We train the coach to become a certified coach. They coach on locations, so I know like , France, Bulgaria and Canada, those are the one that coming to my mind right now.

Rae-Ann在美国（１）

Rae-Ann：在过去的40年里，Tucci Learning Solutions,Inc经过不断地拓展、培训，目前在全球范围内，已经有465名获得认证的CLM教练，并且这些教练正在指导康复者进行7大行为训练。在我做CLM培训主管17年的时间里，我指导过50多名行为专家，他们用在Tucci公司学到的解决方案为很多家庭和学校提供行为服务。近几年来，我还为美国、加拿大和阿尔及利亚三个国家的父母和家庭提供CLM培训，同时也支持深圳美灵星临床心理专科门诊部贾丁鑫教授对中国孤独症孩子进行CLM培训。

另外在美国加州，我还管理培训20名CLM培训老师和其他后勤人员，这就是我过去17年在Tucci公司所有工作的综合。目前，我的工作是监督Tucci Learning Solutions公司未来认证的CLM教练和讲师的发展，同时与贾丁鑫教授一起参与深圳美灵星心理专科门诊部（Maxstar）孤独症孩子们的评估。

在美国，CLM认证的教练有他们自己的诊所，他们通常有行为治疗师或行为技术的头衔，在中国你们叫他们康复师。他们中有些是学校的教师，值得一提的是，在Tucci公司，训练师也提供在家的ABA服务。从CLM康复师分布来说，目前美国CLM康复师是全球数量最多的，除此之外，我们还在法国、保加利亚和加拿大等地设有CLM康复师培训基地。

Reporter：What are the highlights in CLM training system ?

记者：在CLM培训系统中，CLM有哪些亮点？

Rae-Ann： There are many highlights, I have some information here. The CLM training system is designed by coaching participants strategies of applied behavior analysis and good teaching practices. That’s the main thing. The goal is to teach new behaviors, or what we call replacement behaviors, so that the children can learn better in their academics or their day to day functioning as independently as possible. The other important thing is that there are always a CLM coach assigned to those adult learners who are often family members and educators. So the CLM not only  guides people to talk about the CLM, but more importantly they learn to do it in very natural and fun way, using preferred activities that the learner like to do. There is lots of engagement with the learner, with the rehabilitator, the coach, but also with the family. It’s a very collaborative team approach. What we really focus on, we learn the vocabulary, the words, but we focus on the application with learners. They are very hands on, The goal is that the parent and rehabilitator actually work with the learner.  

And so the coach must observe the participant engaging with the learner and provide constructive feedback as soon as possible. So the CLM team will  need the family to record their child, video record them and send it to the coach and to the rehabilitator. And then, when I talk about instructors, The CLM calls teachers, therapists, parents, grandparents, siblings, those are all instructors. So anybody who really interacts frequently with the learner could be instructors. 

Rae-Ann：CLM有很多亮点，首先，CLM培训体系是通过应用行为分析策略和良好的教学实践来指导参与者的；其次，CLM的目标是康复师教授他们新的行为，我们称之为替代行为，如果是学生，通过CLM培训可以让他们在学业上取得更好的成绩，或者在日常生活中尽可能独立地工作。另一件重要的事情是，在康复训练中，Tucci公司会分配CLM教练给成年学习者，他们通常是学习者的父母或者学习者的老师。所以CLM不仅引导人们谈论CLM更重要的是以非常自然有趣的方式，让前来参与学习的人们，在他们喜欢的活动中，学会如何去做。第三，CLM康复系统不是单一的教课和学习，它是一个团队的协作模式，在训练过程中，学习者、康复师、教练以及家庭都有机会参与进来，我们真正关注的是，我们学习词汇，单词，但我们关注的是学习者如何应用所学到的知识，因此CLM非常具有实操性，我们的目标是让家长和康复师真正与学习者一起工作。

有人提问：父母和康复师真的能和学习者一起工作吗？我的回答是：可以。CLM培训教练必须观察参与者与学习者的互动，并尽快提供具有建设性建议的反馈。因此，CLM团队可能需要这个家庭给他们的孩子录下视频，然后把视频发给教练和康复师。在日常生活中，CLM认为老师、治疗师、父母、祖父母，以及兄弟姐妹都是指导员，可以随时随地给学习者指令，任何与学习者频繁互动的人都可以成为指导员。

Reporter：Is CLM repertoire a highlight in CLM?

记者：CLM中的技能总和是CLM的一个亮点吗？

Rae-Ann：Yes, the way we describe the CLM repertoire, repertoire means a set of skills. We do assessment to see what repertoires need to be strengthened.

 And then we go into a CLM curriculum, and very first lesson in the CLM curriculum has the Problem Solver (mand) and Participator(Non Directed) repertoires, so we will mand to request, we want the learner to stay  in close proximity and not run away from adult and be able to reach out if they want something, or somehow to communicate that they want something.

And then we have the first seven lessons are very very important to the CLM, And it doesn’t matter what age the learner is, they could be 3 year old, they could be 16 year old. But they don’t know how to participate in learning. They could be in those first seven lessons. It’s not about age, it’s about ability to participate in activities.In the first seven lessons we find out what is reinforcing to the learner and what their preferred activities are and those are used for instruction. The instructor gains value and the learner stays with the instructor Or I seen on Zoom in your clinic just to stay in a corner with the rehabilitators, not run off to the other corner. Those the things in the first seven lessons. They prepare them to learn more. And still the reason the first seven lesson are very important because you may have a very high level learner, but maybe they haven’t slept well four nights, or they are sick, just like us. When we are tired or not feeling good, we don’t participate as well.

So rehabilitators have to be very aware what those first seven lesson are. Because sometime we have to go back from like lesson 16 back to lesson 4. And just like, okay, we can’t ask too many demands today because he hasn’t slept well for 3 nights. We want them to participate but we don’t want them to be so frustrated that they going to run away. What the rehabilitators are trained to do is to assess right  away. How is the learner? are they happy? Or they engaging? If they maybe not feeling good or sick. We don’t want to necessarily send them home, but we will adjust our instruction to the lower lesson. I would like to add, go to a lower lesson is not a bad thing. It just get the learner participating again. It’s not bad thing at all.

Rae-Ann：是的，CLM青少儿精神康复系统，包括听、说、读、写、参与、观察、解决问题７大技能总合的训练，当一个孤独症孩子来到我们面前，首先我们要找到家长、老师和周围的人了解孩子之前一切，然后我们会通过CLM的7大技能综合为孩子评估，通过7大技能的评分标准，我们会为孩子制定下一步的训练课程。

首先，CLM课程的第一课就是问题解决－提要求和无指导参与，所以我们会需要对方提出要求，我们希望学习者能与父母、老师或者康复师近距离说话，而不是跑开，并且他们想要什么东西时，可以伸手表达自己的想法，或者通过某种方式进行交流，在CLM课程训练中，前七课对CLM训练非常非常重要，不管学习者年龄是3岁还是16岁，但他们都不知道如何参与到学习中，这不是年龄问题，而是参与活动的能力问题。

前七节课非常重要的原因之一，任何一个学习者进入CLM训练，都必须前七课开始。在前七课中，康复师要了解学习者感兴趣的强化物是什么？他们喜欢的活动是什么？这些活动会用在未来的教学中。当学习者愿意和康复师呆在一起，说明康复师在学习者心中获得了价值。

我曾经在Zoom上看到深圳美灵星临床心理专科门诊部康复室里，有个小孩子和康复师一起呆在一个角落里，而不是跑到另一个角落去，通过孩子们的这些行为制定下一步学习计划。原因之二，即使有高功能的孩子，评估时他的能力水平已经超过前七课，但是康复师还是会从前七课开始和他们建立关系。原因之三，假如有一个高功能的学习者，他可能四个晚上都没有睡好，或者他生病了，就像我们累了或者感觉不好的时候，我们也不会参与进来。所以康复师必须非常清楚前七课的内容，当学习者出现前面这几种状态时，康复师要从第16课回到第4课，并且在当天的训练中不能提太多的要求，尽量不让他们太受挫而跑掉，这时候康复师要做的就是立刻评估，学习者怎么样？他们快乐吗?或者他们能参与活动吗？如果他们感觉不舒服或生病，康复师不一定要把他们送回家，而是及时调整教学内容，让学习者获得成功，重新参与到课程学习当中。

Reporter：Any more points?

记者：CLM还有其他亮点吗?

Rae-Ann： Yes, so what is CLM also does, is you want the learner to perform an action across people, places and items. That is the generalization, a lot of behavior models are just making sure that the learner can work at a table. We want to make sure that the learner can do it at a table, on the floor, maybe in a corner, another side of the room. So that is the places, we want to make sure that they can do it with rehabilitation, with the parent, with the grandparent, across people. A skill like put in, if you drop a coin in a container, we want to teach them to put in different toys in different activities, not just one. So a lot of behavior companies’ model, they just do it at the table with one thing and they will say it is mastered. So the first lesson, we want the learner to do it across people, places and items. And that is generalization.

Rae-Ann：有的，CLM还有一个很重要的亮点，就是可以让学习者在跨地点、人和物品之间执行一个行为，这就是泛化。

首先是跨地点，康复师在最开始为学习者训练时，很多时候是在桌子前工作，随着熟练程度加强，康复师可以训练学习者在桌子上、地板上、或者某个墙角，或是在另一个房间都能做之前的工作，这是地方上的泛化；第二，跨人物，最开始康复师跟她互动，慢慢他父母，祖父母，或者其他人，他可以实现跨人物互动。第三，跨物品，比如康复师训练学习者把一枚硬币扔进一个容器里，从硬币可以到玩具或多种物品投入容器。有很多行为训练公司的模式，他们只是在桌子上做一件事，学习者掌握了，他们没有泛化，这是CLM与其他行为康复训练公司不同，也是CLM最重要的一个亮点。

Rae-Ann在美国（4）

Reporter：What aspects of practice should be paid attention to in the training of CLM rehabilitators?

记者：在CLM康复师的培训中需要注意哪些方面的实践?

Rae-Ann: we talked little bit about parents being included, they are instructors. So I catch a little bit about that more later. The CLM coaches’ mission is to keep the integrity of the CLM as Vicci Tucci designed the Competent Learner Model, and that is why it’s very hands on, you don’t learn the CLM from a book. It’s from person to person, hands on, that is very important. And then I had mention, you know, that mean using CLM assessment, the CLM curriculum, take in accurate data for training of the rehabilitators. And then making program decisions based on data. And that makes the CLM science based. I also want to add that the CLM also designed using the principle of verbal behaviors and still teaching expressive and receptive language is very important. If children have difficulty in communicating. They get very frustrated and often they get very physical response.

The bottom line to data collecting is that we really have observed. We observe it as a fact. We don’t bring our personal judgement in. Because that is not science. That is one of the first thing that parents and our rehabilitators work. If somebody is saying that child is having a tantrum. What I think a tantrum is maybe different with what you think the tantrum is. Instead of that, I am going to say what would I observe the child doing having a tantrum. So we train people to record using action words. So you can see pull hair, hit head, drop to the floor. That are all observable behaviors. So we train people to talk that way. Not to say the learner is sick but describe it. He look red in the face, head on the desk, things that you can observe. So that very clear whoever who is talking would know what being sick mean.

Rae-Ann: CLM康复训练包括两个环节，一个是家长（这一点我们稍后再讲），另一个是CLM康复师，这是学习者常接触的两个指导者。所以，CLM教练在培训康复师时必须注意以下几点：

第一、CLM教练在训练康复师们学习CLM教程时，必须保持CLM的完整性，因为Vicci Tucci设计的青少儿精神康复系统模型，最突出的特点就是实践，康复师不能在书本上学习到CLM，必须在训练中一对一亲自实践才可以学会操作课程。

第二、CLM教练通过评估结果，为康复师提供准确的数据，指导康复师从哪些课程开始为学习者进行训练，这就是CLM的科学基础。

第三、如果学习者出现语言障碍，在沟通上有困难，通常会有非常强烈的物理反应(逃跑或发脾气等)，这时候康复师必须启用CLM设计的语言行为原则，有责任教会学习者表达情绪和接受语言学习。

第四、康复师在训练的时候，必须要有一个笔记本，随时随地记录学习者在训练中的任何情况，无论是学习者完成课程的数据，还是现场出现的新问题，必须及时准确的记录。

第五、康复师在训练学习者时，必须要有很强的观察能力，不管学习者出现任何状况，都必须不带个人感情理性的记录下训练的数据。比如一个孩子在训练中发脾气了，康复师可以记录他拉头发、撞头、或是在地板上乱画等，如果一个孩子生病了，康复师没有必要记录他脸涨得通红，头靠在桌子上等，我这里强调的是，作为康复师，在训练当中，必须用文字记录学习者的各种行为，而不是描述学习者状态，这一点非常重要。

Reporter：If the parents is necessary, is the coach need to train the parents how to train child at home?

记者：在如何父母是必须的，CLM教练需要教父母如何在家训练孩子吗？

Rae-Ann：It’s really depend on the type of implementation. Ideally, that would be great because parent are the first instructor, especially when they are young. Sometimes it is not directly the parent, sometimes it is a grandparent who spends more time or another relative, or care giver. Because really the goal is to have new behaviors in the home setting and the community.

 Say at school, it though give much training to the teacher , it’s more for the school. So if clinic has parent that come in to the clinic and have that coaching. Some of TUCCi coaches are coaching parents virtually in China, right? And so that is the model that Maxstar starting with. Using the coaches in California that way. Ideally, for the benefit of the child, a lot of parent work many hours. And so may grandparent or different care giver. I want to add one thing that is really important when it come to coaching. 

CLM model is play, learn and achieve. So when we are training rehabilitator, we were looking for people who not only want to learn, but they want to have fun, they can be playful, to get down on the ground and play with the child. It’s not everybody can do that naturally. So that is something that CLM coaches would look for the people to train. 

Rae-Ann：在理想状况下，如果父母能接授CLM训练师的培训，那是最好不过了，因为父母是孩子的第一任指导师，也是与孩子接触最多的人。尤其是在孩子很小的时候，有些时候指导者不是父母，有些时候是家里的祖父母或者其他亲戚或者照顾者，所以CLM希望通过对家长（指导者）的培训，能让孩子在家庭环境和社区中有新的行为。

比如在学校，虽然给了老师很多培训，但更多的是为了学校。CLM与学校培训不同的是，无论是康复师，还是家长的训练，我们唯一的目的是为了孩子的利益。2020年Tucci公司的加州教练也曾通过Zoom对中国的家长进行虚拟辅导，从那时候开始深圳美灵星临床心理心科门诊部（Maxstar）开始使用家长培训的模型，希望孩子的父母、祖父母、或其他照顾者都能学习到相关操作。

CLM核心模式是玩耍、学习和成功，当我们培训康复师时，我们不仅要寻找那些喜欢学习的人，并且他（她）们还要有能力很开心地陪孩子一起玩，以上两个特点，不是每个人天生都能做到的，所以这就是CLM教练会寻找适合训练的人。