Focus on Autism and Other Developmental Disabilities最新文献

英文中文

Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation 教师自我效能对自闭症谱系障碍学生教学的影响:压力、教师投入和COMPASS咨询后学生IEP结果的关系

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2020-03-01 DOI: 10.1177/1088357619836767

Abigail M. A. Love, Jordan A. Findley, Lisa A. Ruble, J. McGrew

Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy.

尽管报告高教学自我效能感的教师表现出积极的教学行为、最小的压力和卓越的课堂管理技巧，但令人惊讶的是，很少有研究表明教师自我效能感与学生成绩之间存在关系。本研究探讨了自闭症谱系障碍（ASD）学生的自我效能感，并考察了其与压力、教师参与度和学生个性化教育计划（IEP）结果的关系。特殊教育教师（N=44）是作为一项更大规模的咨询干预研究的一部分被招募的。结果表明，ASD学生的自我效能感与教师参与度和学生成绩显著正相关，与教师压力呈负相关。此外，接受咨询干预的教师在教授自闭症谱系障碍学生时表现出更高水平的自我效能。这是第一项报告教师自我效能感和学生IEP结果之间直接关联的研究，以及教师咨询干预对教师自我效能的个人因素的潜在积极影响。

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引用次数: 26

Using a Mixed-Reality Environment to Train Special Educators Working With Students With Autism Spectrum Disorder to Implement Discrete Trial Teaching 利用混合现实环境训练自闭症谱系障碍学生特殊教育工作者实施离散试验教学

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2020-03-01 DOI: 10.1177/1088357619844696

Dawn W. Fraser, T. Marder, L. Debettencourt, Linda A. Myers, Kristen M. Kalymon, Robert M. Harrell

Special educators are encouraged to implement evidence-based practices (EBPs) with fidelity to maximize student achievement. Two national organizations identified Discrete Trial Teaching (DTT) as an EBP for students with autism spectrum disorder (ASD). The purpose of this investigation was to determine the effects of didactic training alone (simulating traditional professional development), and the effects of adding coaching in a mixed-reality environment (TLE TeachLivE™), on special educators’ implementation fidelity with DTT in their classrooms teaching students with ASD. Five special educators who had previous DTT training but were not implementing the EBP with fidelity in their classrooms participated. Results suggest didactic training alone was not sufficient to bring special educators to fidelity of implementation with DTT, but after an hour-long session in TLE TeachLivE™, participants were able to implement DTT with fidelity in their own classrooms. Special educators maintained their fidelity of implementation up to 8 weeks after the conclusion of the intervention.

鼓励特殊教育工作者忠实地实施循证实践(ebp)，以最大限度地提高学生的成绩。两个国家组织将离散试验教学(DTT)确定为自闭症谱系障碍(ASD)学生的EBP。这项调查的目的是确定单独的教学训练(模拟传统的专业发展)的效果，以及在混合现实环境(TLE TeachLivE™)中增加指导的效果，对特殊教育者在他们的教室中使用DTT教学ASD学生的保真度的影响。五名曾接受过数字地面电视训练但未能在课堂上忠实执行EBP的特殊教育工作者参与了研究。结果表明，单纯的教学培训不足以使特殊教育工作者忠实地实施数字地面电视，但经过一个小时的教学直播™课程后，参与者能够在自己的教室中忠实地实施数字地面电视。特殊教育工作者在干预结束后的8周内仍能保持对实施的忠诚。

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引用次数: 13

An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method 基于课堂的自闭症谱系障碍儿童专业音乐治疗模式的研究:使用VOICSS™方法的声音组合

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2020-01-31 DOI: 10.1177/1088357620902505

L. Schmid, Lauren DeMoss, Paige Scarbrough, C. Ripple, Y. White, G. Dawson

Students with autism spectrum disorder (ASD) have marked deficits in social communication skills, which can challenge their ability to participate in academic and social activities. Music therapy is a popular intervention for children with ASD, and although research evidence supporting its effectiveness is growing, methodological flaws limit interpretation. The present study proposes a new measure, the DUACS, to assess outcomes associated with a group music therapy program, Voices Together. Participants were 64 elementary students from nine self-contained autism classrooms who attended 16 weekly intervention sessions. Teacher-reported behavior questionnaires and direct student behavioral measures were administered at baseline, during, and after treatment. Increases in communication and social skills suggested program effectiveness, particularly among students with higher baseline skills. Further investigation of this program approach will help to better understand its mechanisms and for whom it works best.

患有自闭症谱系障碍（ASD）的学生在社交能力方面存在明显缺陷，这可能会挑战他们参与学术和社交活动的能力。音乐治疗是ASD儿童的一种流行干预措施，尽管支持其有效性的研究证据越来越多，但方法论上的缺陷限制了解释。本研究提出了一种新的测量方法，即DUACS，以评估与团体音乐治疗项目“Voices Together”相关的结果。参与者是来自9个独立的自闭症教室的64名小学生，他们参加了每周16次的干预课程。教师报告的行为问卷和直接的学生行为测量在基线、治疗期间和治疗后进行。沟通和社交技能的提高表明了项目的有效性，尤其是在基线技能较高的学生中。对这种计划方法的进一步研究将有助于更好地了解其机制以及它对谁最有效。

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引用次数: 6

Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities 延迟视频反馈和观察反馈对重度残疾学生实施循证实践的影响

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2020-01-29 DOI: 10.1177/1088357620902492

Matthew E. Brock, Mary A Barczak, Scott A. Dueker

Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient.

通过现场观察和即时的表现反馈进行指导是培训辅助专业人员的有效手段，但可能并不总是可行的。我们使用了跨参与者的多重基线设计，六位教授严重残疾小学生的辅助专业人员测试了两项创新的有效性，这些创新旨在提高提供反馈的可行性。我们发现延迟的、基于视频的绩效反馈与两种系统提示策略的准专业执行保真度之间存在函数关系。观察同事接受反馈确实会带来一些改善，但并不能使所有的辅助专业人员都达到培训标准。这些发现表明，延迟的、基于视频的反馈是一种有效可行的培训工具，但仅仅观察同事接受反馈可能是不够的。

引用次数: 4

Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities 简报：团体活动中不连续提供Fidget玩具的情况评估

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2020-01-24 DOI: 10.1177/1088357620902501

Jennifer R. Ledford, Kathleen N. Zimmerman, Katherine E. Severini, Hunter A. Gast, K. C. Osborne, Emilee R. Harbin

Provision of small “sensory” fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities.

在集体活动中提供小的“感官”烦躁玩具是一种低成本的干预措施，可以在集体活动中使用，以鼓励患有自闭症谱系障碍(ASD)的儿童出席和参与。本研究的目的是评估在集体活动中非偶然提供的烦躁玩具。研究活动发生在一个旨在提高自闭症儿童社交技能的夏令营。坐立不安的影响与基线条件和使用单一案例交替处理设计的偶然提供代币进行比较。结果表明，随着时间的推移，坐立不安的情况会产生相反的治疗效果或减少参与。从业者应该考虑使用基于证据的替代方案来提高参与度，或者在使用烦躁来提高群体活动参与度时，应该认真进行基于数据的决策。

引用次数: 6

Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder 同伴游戏中的心理状态表达:典型发育儿童与自闭症谱系障碍儿童的比较

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2020-01-24 DOI: 10.1177/1088357620902483

Helen R. McDermott, P. Prelock, Ashley Brien

This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged in various play contexts. During imaginative play, children with ASD used fewer cognition mental state terms than TD children but used a similar number of emotion mental state terms. In combination play, both groups used similar numbers of cognition and emotion mental state terms. Play context implicates use of mental state terms in expression in children with ASD. Scaffolding use of mental state terms during play may provide an opportunity for children to use more advanced levels of ToM, including cognitive mental state term expression, when engaged with peers.

这项研究考察了自闭症谱系障碍（ASD）儿童的心理状态术语使用与参与游戏的典型发育中（TD）儿童之间的关系。心理状态术语的表达被用作心理理论（ToM）技能的指标。存档的数据被用来比较五个参与不同游戏环境的ASD-TD二人组的心理状态术语使用情况。在想象游戏中，自闭症谱系障碍儿童使用的认知心理状态术语比TD儿童少，但使用的情绪心理状态术语数量相似。在组合游戏中，两组使用了数量相似的认知和情绪心理状态术语。游戏情境涉及ASD儿童在表达中使用心理状态术语。在游戏中支架式地使用心理状态术语可能会为儿童提供一个机会，让他们在与同龄人接触时使用更高级的ToM，包括认知心理状态术语表达。

引用次数: 2

Influences on Parent Perceptions of Autism Severity 父母对自闭症严重程度认知的影响

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2019-12-01 DOI: 10.1177/1088357618815884

Kristen Dovgan, Kerri P. Nowell, Juliana Aguilar

Research in autism spectrum disorder (ASD) often relies on parent report for describing behavior and symptoms. Psychometric studies in assessment have supported the utility of parent report; however, cultural and external factors may influence ratings of severity. The purpose of this study was to investigate if parent characteristics influence the severity rating of ASD over and above child characteristics. Using the 2009–2010 National Survey of Children With Special Health Care Needs (NS-CSHCN), we examined 3,037 parents who answered questions about their child’s ASD symptoms. We used hierarchical multiple regression to assess child-level variables (age, developmental delay, intellectual disability, and number of co-occurring emotional or behavioral conditions) and family-level variables (education, income, and language). We also performed mediation analyses to examine the relationship between language and severity ratings. Parents rated their child’s ASD as mild (52.3%), moderate (36%), or severe (11.8%). Parent-level variables explained a significant amount of variance over and above child-level variables. Several different stressors and challenges for English Language Learner parents mediated the relationship between language and severe ASD ratings. When asking parents to evaluate a child’s ASD symptoms, clinicians and researchers must consider the influence of sociocultural factors on ratings. In addition, because parent perception can drive help-seeking behaviors, professionals need to understand that there may be differences across sociocultural groups. Future research should investigate which sociocultural perceptions or expectations may be affecting parent ratings of ASD severity.

自闭症谱系障碍（ASD）的研究通常依赖于父母的报告来描述行为和症状。评估中的心理测量研究支持家长报告的效用；然而，文化和外部因素可能会影响严重程度的评级。本研究的目的是调查父母特征是否影响ASD的严重程度，而不是儿童特征。利用2009-2010年全国有特殊医疗保健需求儿童调查（NS-CSHCN），我们调查了3037名家长，他们回答了有关孩子ASD症状的问题。我们使用分层多元回归来评估儿童层面的变量（年龄、发育迟缓、智力残疾以及同时发生的情绪或行为状况的数量）和家庭层面的变量。我们还进行了中介分析，以检查语言和严重程度评级之间的关系。父母将孩子的ASD分为轻度（52.3%）、中度（36%）或重度（11.8%）。父母水平的变量解释了与儿童水平变量相比的显著差异。英语学习者父母面临的几种不同的压力和挑战介导了语言与严重ASD评分之间的关系。当要求父母评估孩子的ASD症状时，临床医生和研究人员必须考虑社会文化因素对评分的影响。此外，由于父母的感知可以推动寻求帮助的行为，专业人士需要了解社会文化群体之间可能存在差异。未来的研究应该调查哪些社会文化认知或期望可能影响父母对ASD严重程度的评分。

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引用次数: 3

Using a Concept Map With RECALL to Increase the Comprehension of Science Texts for Children With Autism 使用RECALL概念图提高自闭症儿童对科学文本的理解

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2019-12-01 DOI: 10.1177/1088357619889933

Elizabeth M. Jackson, M. Hanline

Learning science is important for students with autism spectrum disorder (ASD), as knowledge of science allows students to understand their natural world, and science, technology, engineering, and mathematics (STEM) education is increasingly emphasized in schools. Reading to learn science is, therefore, a vital skill in today’s schools for all students. Using a single-case reversal design, this study evaluated the effectiveness of Reading to Engage Children with Autism in Language and Literacy (RECALL; a shared reading intervention) combined with a concept map on the ability of young children with ASD to answer comprehension questions from science text. Two 5-year-old boys with ASD participated in this study. Results indicated that RECALL combined with a concept map was effective in increasing participants’ correct responding to comprehension questions from science text. Implications for intervention and research are discussed.

学习科学对自闭症谱系障碍（ASD）学生来说很重要，因为科学知识可以让学生了解自己的自然世界，科学、技术、工程和数学（STEM）教育在学校越来越受到重视。因此，在当今的学校里，阅读学习科学是所有学生的一项重要技能。本研究采用单案例反向设计，评估了阅读让自闭症儿童参与语言和识字（RECALL；一种共享阅读干预）的有效性，并结合了自闭症幼儿回答科学文本中理解问题的能力概念图。两名患有自闭症谱系障碍的5岁男孩参与了这项研究。结果表明，RECALL与概念图相结合能够有效地提高参与者对科学文本中理解问题的正确回答。讨论了干预和研究的意义。

引用次数: 17

Feasibility of Early Noninvasive Ventilation Strategy for Patients with Acute Onset Shortness of Breath in Emergency Department - A Prospective Interventional Study. 急诊科急性呼吸急促患者早期无创通气策略的可行性 - 一项前瞻性干预研究。

IF 1.5 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2019-09-01 DOI: 10.5005/jp-journals-10071-23233

Mohammed Ismail Nizami, Ashima Sharma, Kavitha Jayaram

Introduction: Noninvasive ventilation (NIV) has revolutionized the initial respiratory support provided to a patient in respiratory distress presenting to emergency department. Standardization of NIV practices and safety has always been a matter of concern and debate in emergency medicine. In this study, we tried to assess the clinical outcome of NIV in respiratory failures of varied etiologies.

Materials and methods: This study was conducted from August 2017 to August 2018 at our emergency department which is a tertiary care teaching institute. All patients presenting to the ED with shortness of breath were screened for acute respiratory failure and enrolled after confirming the inclusion criteria.

Results: Out of the 236 patients presenting with acute respiratory failure, 182 fulfilled the study criteria. However, 154 patients with a mean age of 55.19 + 16.73 years were enrolled in the study. Bilevel PAP was initiated in 103 patients whereas 51 patients received CPAP. 115 (74.67%) NIV trials were successful whereas 36 (23.37%) patients had to be intubated. 32 patients died among the study group among which 3 had not consented for intubation. The in-hospital mortality has been 20.77% whereas the percentage of NIV failure with consequent intubation was 25.32%.

Conclusion: In conclusion, our study shows that NIV is not only safe and efficacious but also significantly brings down the requirement of endotracheal intubations and its complications provided proper patient selection and close monitoring is assured.

How to cite this article: Nizami MI, Sharma A, Jayaram K. Feasibility of Early Noninvasive Ventilation Strategy for Patients with Acute Onset Shortness of Breath in Emergency Department - A Prospective Interventional Study. Indian J Crit Care Med 2019;23(9):400-404.

简介无创通气（NIV）彻底改变了急诊科为呼吸窘迫患者提供的初始呼吸支持。无创通气操作的标准化和安全性一直是急诊医学界关注和争论的问题。在本研究中，我们试图评估不同病因的呼吸衰竭患者使用 NIV 的临床效果：本研究于 2017 年 8 月至 2018 年 8 月在我院急诊科进行，该急诊科是一所三级医疗教学机构。所有因呼吸急促到急诊科就诊的患者均被筛查为急性呼吸衰竭患者，并在确认纳入标准后入选：在 236 名急性呼吸衰竭患者中，182 人符合研究标准。然而，有 154 名平均年龄为 55.19 + 16.73 岁的患者被纳入研究。103 名患者使用了双水平呼吸机，51 名患者使用了 CPAP。115例（74.67%）患者的 NIV 试验成功，36 例（23.37%）患者必须插管。研究组中有 32 名患者死亡，其中 3 人未同意插管。院内死亡率为 20.77%，而 NIV 失败并导致插管的比例为 25.32%：总之，我们的研究表明，NIV 不仅安全有效，而且还能显著减少气管插管的需求及其并发症，但前提是必须确保对患者进行适当的选择和密切的监测：Nizami MI, Sharma A, Jayaram K. 急诊科急性呼吸急促患者早期无创通气策略的可行性--一项前瞻性干预研究。Indian J Crit Care Med 2019;23(9):400-404.

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引用次数: 0

Poor Sleep Quality Among Adolescents With ASD Is Associated With Depressive Symptoms, Problem Behaviors, and Conflicted Family Relationships 青少年ASD患者睡眠质量差与抑郁症状、问题行为和家庭关系冲突有关

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2019-09-01 DOI: 10.1177/1088357618794916

Janice N. Phung, M. Abdullah, W. Goldberg

To better understand correlates of sleep issues for adolescents with autism spectrum disorder (ASD), we conducted two related studies of sleep quality in association with adolescent well-being and family relationships. In Study 1, 28 adolescents with ASD, 27 typically developing (TD) adolescents, and their mothers, participated. Mothers and adolescents independently completed questionnaires about sleep and adolescent functioning. In Study 2, 20 adolescents with ASD and their mothers participated, and actigraphy was used to measure sleep quality. Regression results from Study 1 indicated more daytime sleepiness was associated with more depressive symptoms and more discordant mother–adolescent relationships in the ASD sample. More sleep–wake problems were associated with more depressive symptoms in TD adolescents. In Study 2, more time asleep and poorer sleep efficiency were associated with more depressive symptoms and discordant sibling relationships. These findings suggest that helping adolescents with ASD with their sleep issues may confer benefits in other parts of their lives.

为了更好地了解自闭症谱系障碍（ASD）青少年睡眠问题的相关性，我们进行了两项关于睡眠质量与青少年幸福感和家庭关系的相关研究。在研究1中，28名ASD青少年、27名典型发育中的青少年及其母亲参与了研究。母亲和青少年独立完成了关于睡眠和青少年功能的问卷调查。在研究2中，20名ASD青少年及其母亲参与了研究，并使用活动描记术来测量睡眠质量。研究1的回归结果表明，在ASD样本中，白天嗜睡越多，抑郁症状越多，母子关系越不和谐。在TD青少年中，更多的睡眠-觉醒问题与更多的抑郁症状相关。在研究2中，睡眠时间越长、睡眠效率越差，抑郁症状越多，兄弟姐妹关系越不和谐。这些发现表明，帮助患有自闭症谱系障碍的青少年解决睡眠问题可能会给他们生活的其他方面带来好处。

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