Gospel Y. Kim, Lee SoHyun, Kathleen N. Tuck, Jose R. Martinez
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引用次数: 0
Abstract
The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children.
本研究旨在探讨在全组（WG）教学中嵌入特殊兴趣区（SIA）对普通教育课堂中患有自闭症谱系障碍（ASD）的幼儿的参与度和离座（OOS）行为的影响。该研究采用了跨参与者多基线设计，以评估嵌入 SIA 的教学与所有三名儿童的参与和离座行为之间的功能关系。在每个干预环节后都进行了非目标探究，以调查从教学中移除 SIA 后行为是否发生变化。结果表明，在 WG 教学中嵌入 SIA 可能会增加 ASD 儿童的参与行为，减少 OOS 行为；所有儿童的行为变化都会随着时间的推移而保持。
期刊介绍：
Focus on Autism and Other Developmental Disabilities addresses issues concerning individuals with autism and other developmental disabilities and their families. Manuscripts reflect a wide range of disciplines, including education, psychology, psychiatry, medicine, physical therapy, occupational therapy, speech/language pathology, social work, and related areas. The journal’s editorial staff seeks manuscripts from diverse philosophical and theoretical positions.
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