{"title":"La formación del profesorado sobre el autismo basada en la evidencia: la Instrucción e Intervención Mediada por Pares","authors":"Aitor Larraceleta González","doi":"10.6018/reifop.393811","DOIUrl":null,"url":null,"abstract":"This paper deals with “Peer mediated Instruction and Intervention”, one of the twenty-seven focused evidence-based practices established by the National Professional Development Center on Autism Spectrum Disorders (Wong et al., 2014), aimed at teachers for the education of students with Autism Spectrum Disorder (ASD). For this purpose, its basic fundamentals are collected and the sequence of planning, implementation and evaluation is recommended, with the objective to improve the social, communicative, academic, joint attention and play skills and the preparation for the school life of these students, following a \"science to practice” approach.","PeriodicalId":36972,"journal":{"name":"Revista Electronica Interuniversitaria de Formacion del Profesorado","volume":"23 1","pages":"127-142"},"PeriodicalIF":1.4000,"publicationDate":"2020-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/reifop.393811","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Electronica Interuniversitaria de Formacion del Profesorado","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6018/reifop.393811","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
This paper deals with “Peer mediated Instruction and Intervention”, one of the twenty-seven focused evidence-based practices established by the National Professional Development Center on Autism Spectrum Disorders (Wong et al., 2014), aimed at teachers for the education of students with Autism Spectrum Disorder (ASD). For this purpose, its basic fundamentals are collected and the sequence of planning, implementation and evaluation is recommended, with the objective to improve the social, communicative, academic, joint attention and play skills and the preparation for the school life of these students, following a "science to practice” approach.
“同伴介导的指导和干预”是美国国家自闭症谱系障碍专业发展中心(Wong et al.， 2014)建立的27个重点循证实践之一，针对教师对自闭症谱系障碍(ASD)学生的教育。为此，我们收集了基本的基础知识，并推荐了计划、实施和评估的顺序，目的是提高这些学生的社交、沟通、学术、共同注意力和游戏技能，并为学校生活做好准备，遵循“科学到实践”的方法。
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