Focus on Autism and Other Developmental Disabilities最新文献

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Preschoolers With ASD With and Without Elevated Attention Problems: Observed Parenting Differences 患有自闭症谱系障碍的学龄前儿童，有和没有高度注意问题：观察到的父母差异

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2023-06-30 DOI: 10.1177/10883576231182896

Kayleigh Kangas-Dick, M. Brassard, Laudan B. Jahromi, R. D. Greer

Few studies have examined the relationship between attention problems (AP) and observed parenting in families of children with autism spectrum disorder (ASD). Participants were 41 mother–child dyads with ASD recruited from an Applied Behavior Analysis (ABA) preschool and whose behaviors were observed during parent–child interactions. Children with ASD and elevated AP ( n = 19) on the Child Behavior Checklist had significantly lower verbal ability, and mothers reported significantly more stress than children with ASD only ( n = 22). Causal modeling was used to examine the directionality of the expected relationship between AP and parenting behavior as partially or wholly mediated by parenting stress. Mothers who exhibited less positive parenting experienced higher parenting stress and their children demonstrated increased AP and decreased engagement during dyadic interactions. The strength of this relationship varied according to child verbal ability. These findings have practical implications for identifying and implementing appropriate intervention.

很少有研究调查自闭症谱系障碍（ASD）儿童家庭中注意力问题（AP）与观察到的养育方式之间的关系。参与者是从应用行为分析（ABA）学前班招募的41名患有ASD的母子二人组，他们的行为在亲子互动中被观察到。在儿童行为检查表中，患有自闭症谱系障碍和AP升高的儿童（n=19）的言语能力明显较低，母亲报告的压力明显高于仅患有自闭症的儿童（n=22）。因果模型用于检验AP和父母行为之间预期关系的方向性，这种关系部分或全部由父母压力介导。表现出不太积极育儿的母亲经历了更高的育儿压力，她们的孩子在二人互动中表现出AP增加和参与度降低。这种关系的强度因孩子的语言能力而异。这些发现对确定和实施适当的干预措施具有实际意义。

引用次数: 0

School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers with Autism. 与完全包容的自闭症中学生执行功能相关的学校挑战和服务。

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2023-06-01 DOI: 10.1177/10883576221110167

Amie Duncan, Sydney Risley, Angela Combs, Heather M Lacey, Elizabeth Hamik, Chaya Fershtman, Ellen Kneeskern, Meera Patel, Lori Crosby, Anna M Hood, Allison K Zoromski, Leanne Tamm

The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face and the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (n = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (n = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed.

在普通教育环境中，为患有自闭症谱系障碍(ASD)的中学生提供的教育服务并不为人所知。对于如何在课堂上解决这些青少年的执行功能(EF)缺陷，我们所知的就更少了。目前的研究试图确定自闭症中学生面临的挑战，包括EF，以及他们在个性化教育计划(IEP)中获得的服务，并探索用于在学校培养EF技能的具体策略。从教育人员的焦点小组(n = 15)中获得便利数据样本，并对有EF缺陷的ASD中学生(n = 23)的iep进行定性分析。结果证实，社会沟通和EF挑战是常见的。虽然EF的挑战很少针对iep，但我们确定了多种服务和住宿。讨论了促进英语教学策略在课堂上取得成功的因素。

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引用次数: 1

Effects on Speech Development With Modifications to Picture Exchange Communication System 图片交换通信系统的改进对语音发展的影响

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2023-05-26 DOI: 10.1177/10883576231178266

Emily N. White, Rachel R. Cagliani, Kelsie M. Tyson

The current study examined vocalizations that occurred during training of the Picture Exchange Communication System for three preschool-aged participants with autism spectrum disorder. In Phase IV, the protocol incorporates a delay to reinforcement in an effort to encourage vocalizations; however, the manual does not suggest additional strategies to try when vocalizations do not occur during the delay to reinforcement. Researchers evaluated a vocal model prompt following the delay to reinforcement and continued to measure vocalizations when the delay to reinforcement alone did not increase vocalizations. Two of the three participants increased independent vocalizations after the addition of the vocal model. Implications for practitioners and future research are discussed.

目前的研究调查了三名患有自闭症谱系障碍的学龄前参与者在图片交换通信系统训练期间的发声情况。在第四阶段，该协议包括延迟强化，以鼓励发声；然而，当在延迟强化过程中没有发声时，手册没有建议尝试其他策略。研究人员评估了延迟强化后的发声模型提示，并在延迟强化没有增加发声时继续测量发声。三名参与者中的两名在添加声乐模型后增加了独立发声。讨论了对从业者和未来研究的启示。

引用次数: 0

Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion? 通识教育课堂上严重残疾和非严重残疾学生的观察:一幅包容的肖像?

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2023-05-26 DOI: 10.1177/10883576231178268

E. Carter, Michael Tuttle, J. Asmus, Colleen K. Moss, B. Lloyd

Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools.

全纳教育现在被提倡为学校的最佳实践。然而，严重残疾的青少年能在多大程度上获得普通教育课上提供的丰富的社会和学术经验仍不确定。我们对146名患有严重残疾(包括智力残疾、自闭症或多重残疾)的高中学生进行了多次观察，这些学生至少参加了一个通识教育课程。对于大多数有严重残疾的学生来说，与同学的同伴互动往往很少。此外，在大群体教学中，当学生坐在辅助专业人员或特殊教育者旁边时，而不是与同龄人一起时，同伴互动率最低。学生的学习投入也各不相同，在小组教学、与成年人一对一学习以及学生坐在同龄人旁边时，学生的学习投入最高。对参加相同课程的同龄人的比较样本的观察显示，在社交和学术参与方面存在显著的总体差异。我们为旨在加强高中全纳教育的研究和实践提供建议。

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引用次数: 1

Matrix Training With and Without Instructive Feedback 矩阵训练（有指导性反馈和无指导性反馈）

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2023-04-07 DOI: 10.1177/10883576231163522

Bryan Rickoski, Jason C. Vladescu, Samantha L. Breeman, Sharon A. Reeve, D. Gureghian

The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances.

目前的研究考察了在矩阵训练中结合指导性反馈来教自闭症谱系障碍（ASD）儿童标记常见特征和城市的有效性和效率。实验人员向三名ASD患者教授了使用非重叠矩阵的一组反应、使用重叠矩阵的第二组反应和使用非重叠基质的第三组反应以及次要目标。结果表明，所有的教学方法都是有效的，并且获得了所有经过训练和未经训练的反应。具有指导性反馈的矩阵训练与非重叠矩阵训练和重叠矩阵训练一样有效，每个参与者需要大约相同数量的课程才能获得答案。研究结果表明，在某些情况下，通过矩阵训练和指导性反馈建立重组泛化比孤立的矩阵训练同样有效。

引用次数: 0

A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism. 自闭症学生课堂中枢反应教学的等候名单随机实施试验

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2023-03-01 Epub Date: 2022-11-07 DOI: 10.1177/10883576221133486

Aubyn C Stahmer, Jessica Suhrheinrich, Sarah R Rieth, Scott Roesch, Sarah Vejnoska, Janice Chan, Allison Nahmias, Tiffany Wang

Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students.

课堂关键反应教学（CPRT）是一种由社区合作改编的自然主义发展行为干预，被确定为自闭症儿童的循证实践。目前的研究在一项随机、等待名单控制的跨教室实施试验中评估了学生的结果。参与者包括教师（n=126）和自闭症学生（n=308）。教师们参加了12小时的教学、互动培训和额外的课堂辅导。广义估计方程解释了聚类。调整后的模型评估了训练组、CPRT忠诚度和课堂质量对学生成绩的相对影响。研究结果表明，CPRT保真度越高，学生学习能力越强。接受CPRT培训后，预计学生参与度会提高，报告的接近/退出问题会大大减少。这些差异可能与CPRT的理论基础有关，即提高学生的动机和参与度，以及合作适应，以提高学校的可行性。总的来说，研究结果表明CPRT可能是支持自闭症学生的一种有益方法。

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引用次数: 0

Novice Teachers’ Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception 新教师在自闭症教育中实施循证实践:准备和感知的作用考察

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-12-29 DOI: 10.1177/10883576221144734

Jordan M. Lukins, H. Able, K. Hume

Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers’ experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers’ knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers’ procedural understanding and subjective buy-in.

尽管当代自闭症教育强调循证实践，但研究与实践的差距仍然存在。了解新培训的教师对EBP的经验、知识和信念如何影响他们的教学决策，对于提高下一代特殊教育工作者的EBP实施率至关重要。在这项使用混合方法的研究中，来自美国东南部两个州的137名新手特殊教育工作者报告了他们对自闭症谱系学生的知识、社会有效性的感知以及12种EBP的使用频率。对有目的的子样本进行了后续定性访谈。积极的行为支持和视觉时间表成为最有效的社会实践。EBP的使用主要是由教师对实践的了解和对其社会有效性的认知驱动的，教师的准备经验对两者都有影响。研究结果对通过关注教师的程序理解和主观认同来改善EBP的会前准备和未来实施具有启示意义。

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引用次数: 3

Critical Issues and Trends in the Implementation of Evidence-Based Practices in Educational Settings for Students With Autism: A 20-Year Update—Introduction to the Special Series 在自闭症学生的教育环境中实施循证实践的关键问题和趋势:20年的更新-特别系列介绍

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-12-23 DOI: 10.1177/10883576221144733

Rose Iovannone, Cynthia Anderson

引用次数: 0

Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation 探究学校实施氛围与领导认知的组织差异:自闭症EBP实施的混合方法研究

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-12-13 DOI: 10.1177/10883576221140149

M. Melgarejo, Allison S. Nahmias, Jessica Suhrheinrich, Patricia L. Schetter, Michelle Dean, Tana Holt, Jennica Li, Aubyn C. Stahmer

Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified.

公共项目负责实施循证实践(ebp)，以改善自闭症儿童的预后。然而，研究表明，扩大ebp带来了挑战。本研究通过探索特殊教育组织类型(如学校、地区和区域联盟)的实施环境和领导，确定了与全州范围内有效扩大特殊教育ebp相关的感知变量。采用以收敛和三角剖分为主要功能的QUAL + QUAN混合方法设计。数据来自30名特殊教育工作者的焦点小组，以及美国一个州656名学校工作人员完成的全州调查。一般来说，在特殊教育组织中，对实施气候和领导力的认识较弱，区域层面的优势集中在特殊教育上，学校和地区层面的挑战增加。确定了对实践和未来研究的影响。

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引用次数: 1

A Mixed-Methods Study to Examine Dietary Intake of Children With Autism Spectrum Disorder and Parental Perspectives on Nutrition in Florida 一项研究佛罗里达州自闭症谱系障碍儿童饮食摄入和父母营养观点的混合方法研究

IF 2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities

Pub Date : 2022-12-02 DOI: 10.1177/10883576221136449

H. Gray, Acadia W. Buro, Chantell Robinson, Nicole Slye, Wei Wang, S. Sinha, R. Kirby, Karen A. Berkman, Heather Agazzi, E. Shaffer-Hudkins, J. Marshall

This study aimed to examine dietary nutrient intake and parental perspectives on nutrition in a diverse sample (e.g., age, ethnicity) of children with autism spectrum disorder (ASD) in Florida. Forty-one parents of children with ASD (aged 2–17 years) completed a food record, and 25 of these parents participated in semi-structured focus groups. Children with ASD were significantly less likely to meet the recommendation for calcium compared with children in the general population (66.7% vs. 53.1%, odds ratio [OR] = 3.1; p = .002). Riboflavin and vitamin B12 intakes were significantly lower among children with ASD ( p < .001). Focus group results indicated parental concerns on children’s diet and mealtime behaviors. Parents discussed the quality of existing nutrition information to be a concern, reported wanting intervention content on effective feeding strategies and healthy eating specific to children with ASD, and wanted to receive a nutrition intervention in multiple delivery formats. These findings will be utilized in developing a nutrition education intervention.

本研究旨在研究佛罗里达州不同样本(如年龄、种族)自闭症谱系障碍(ASD)儿童的膳食营养摄入量和父母对营养的看法。41位自闭症儿童的父母(2-17岁)完成了一份食物记录，其中25位父母参加了半结构化的焦点小组。与普通人群的儿童相比，ASD儿童达到推荐钙摄入量的可能性显著降低(66.7% vs. 53.1%，优势比[OR] = 3.1;P = .002)。ASD患儿的核黄素和维生素B12摄入量显著降低(p < 0.001)。焦点小组结果表明家长对儿童饮食和用餐行为的关注。家长们讨论了现有营养信息的质量是一个值得关注的问题，报告说他们想要关于ASD儿童的有效喂养策略和健康饮食的干预内容，并希望接受多种分娩形式的营养干预。这些发现将用于制定营养教育干预措施。

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引用次数: 0

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