Teaching a child with autism to request help only when needed

IF 1.1 Q4 PSYCHOLOGY, DEVELOPMENTAL Advances in Autism Pub Date : 2021-06-25 DOI:10.1108/aia-09-2020-0052
Mo Chen, Shelley Kreibich, Jolene K Hyppa-Martin
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Abstract

Purpose Children with autism spectrum disorders (ASD) or other developmental disabilities are often reported to have challenges in well generalizing the newly learned communicative skills such as requesting help. Not requesting help when it is needed can hinder engagement and learning, whereas requesting help could also be socially inappropriate. This paper aims to offer a demonstration of applying general case instruction to teach a young child diagnosed with ASD to request help only when needed while concurrently increasing the child’s independence in task completion. Design/methodology/approach The demonstration adopted within-participant AB designs for one 5-year-old boy with ASD, with data collected across three tasks targeted for intervention and the other three tasks targeted for generalization probes throughout both the baseline and intervention phases. Dependent measures consisted of independent help request and independent task completion. Visual analysis was used to describe the results. Findings Results showed that the child with ASD learned to ask for help on difficult educational activities, while concurrently increasing his independence on these tasks; generalized the skill of requesting help by asking for help when he encountered other challenging novel tasks; and independently completed easy educational activities without requesting help. Originality/value The findings from this study may add to the limited literature that explored the generalization performance across tasks/activities in young learners with ASD, while demonstrating the feasibility of designing and applying general case instruction framework to enhance generalization performance for one individual learner.
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教自闭症儿童只在需要时寻求帮助
目的据报道,患有自闭症谱系障碍(ASD)或其他发育障碍的儿童在推广新学到的沟通技能(如请求帮助)方面经常面临挑战。在需要的时候不请求帮助可能会阻碍参与和学习,而请求帮助也可能不适合社交。本文旨在提供一个应用一般案例教学的示范,教被诊断为自闭症谱系障碍的幼儿只有在需要时才请求帮助,同时提高儿童完成任务的独立性。设计/方法/方法在参与者AB设计中为一名患有ASD的5岁男孩采用的演示,在基线和干预阶段,收集了三项干预任务和其他三项泛化探针任务的数据。依赖性措施包括独立的帮助请求和独立的任务完成。使用视觉分析来描述结果。结果显示,自闭症谱系障碍儿童学会了在困难的教育活动中寻求帮助,同时提高了他在这些任务上的独立性;当他遇到其他具有挑战性的新颖任务时,通过寻求帮助来概括请求帮助的技能;独立完成简单的教育活动,无需求助。原创性/价值本研究的发现可能会为探索ASD年轻学习者在任务/活动中的泛化表现的有限文献增添新的内容,同时证明设计和应用通用案例教学框架以提高单个学习者泛化表现的可行性。
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来源期刊
Advances in Autism
Advances in Autism PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
2.30
自引率
0.00%
发文量
13
期刊介绍: Advances in Autism is unique in its focus on the health and care aspects and outcomes for people with autism. The journal''s content is international in focus and peer-reviewed. It includes the following: research-based articles evidence-based clinical and support articles articles on policy and advances in services where these can be internationally applied. Key areas of research covered include: clinical developments people''s experience through qualitative research policy debates and outcomes inclusion and quality of life developmental issues population and epidemiological studies services developments evidence-based reviews of key practice issues.
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