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Education and Treatment of Children最新文献

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Using a Picture Activity Schedule Treatment Package to Teach Toothbrushing to Children with Autism Spectrum Disorder 使用图片活动计划治疗包教自闭症谱系障碍儿童刷牙
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-04-29 DOI: 10.1007/s43494-022-00074-6
Kathleen Moran, Sharon A. Reeve, Kenneth F. Reeve, Ruth M. DeBar, Kandace Somers

Children with autism spectrum disorder (ASD) often have difficulty with personal hygiene skills, such as toothbrushing, yet there is a dearth of studies in this area demonstrating experimental control. We used a multiple-probe-across-participants design to evaluate the effectiveness of a treatment package that consisted of a picture activity schedule and a progressive prompt-delay procedure to teach toothbrushing to three children with ASD. Independent toothbrushing increased once the treatment package was introduced and maintained after treatment withdrawal. Treatment goals, procedures, and outcomes were socially accepted by parents, teachers, and graduate students. The results add to previous research by experimentally demonstrating a treatment package resulting in independent toothbrushing. These effects maintained following schedule removal and generalized to a novel setting. Future research is also discussed in applications of picture activity schedules when teaching independence with additional personal hygiene skills.

患有自闭症谱系障碍(ASD)的儿童通常在个人卫生技能(如刷牙)方面存在困难，但在这一领域缺乏证明实验控制的研究。我们采用多探针跨参与者设计来评估治疗方案的有效性，该治疗方案包括图片活动计划和渐进式及时延迟程序，以教三名ASD儿童刷牙。一旦引入治疗方案，独立刷牙次数增加，并在治疗结束后保持。治疗目标、程序和结果为家长、教师和研究生所接受。通过实验证明了一种治疗方案可以独立刷牙，这一结果为之前的研究提供了补充。这些效果在时间表取消后保持不变，并推广到一个新的设置。未来的研究还讨论了图片活动计划在独立教学中与额外的个人卫生技能的应用。
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引用次数: 0
Correction to: An Expert Consensus Process to Distill Tier 1 PBIS into Core Practice Elements Essential to Frontline Implementation 修正:一个专家共识过程，将一级公共保险服务提炼成对一线实施至关重要的核心实践要素
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-04-12 DOI: 10.1007/s43494-022-00075-5
Kevin J. Filter,LeAnne D. Johnson,Andrea L. B. Ford,Courtney A. Sowle,Samuel J. Bullard,Clayton R. Cook,Eric Kloos,Danielle Dupuis
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引用次数: 0
Effects of a Parent-Mediated Multimodal Communication Intervention on Communicative Behaviors in Children with Autism Spectrum Disorder 父母介导的多模式交际干预对自闭症谱系障碍儿童交际行为的影响
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-04-06 DOI: 10.1007/s43494-022-00072-8
Ching-Yi Liao, J. Ganz, Sanikan Wattanawongwan, April N. Haas, Sarah K. Ura, Kimberly J. Vannest, Kristi L. Morin
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引用次数: 0
Component Analysis of a Peer Training Program for Teaching Social Responsiveness to Neurotypical Preschoolers 神经典型学龄前儿童社会反应能力同伴训练项目的成分分析
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-03-31 DOI: 10.1007/s43494-022-00073-7
Ana D. Dueñas, C. Wood, Courtney E. Maher, Greeshma Sanchula
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引用次数: 0
On the Efficiency and Control of Different Functional Analysis Formats 论不同功能分析格式的效率与控制
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-03-01 DOI: 10.1007/s43494-021-00059-x
Joshua Jessel, G. P. Hanley, Mahshid Ghaemmaghami, M. Carbone
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引用次数: 3
Correction to: A Systematic Review of the Facilitators and Barriers to the Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports 更正:对持续实施全校积极行为干预和支持的促进因素和障碍的系统回顾
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-03-01 DOI: 10.1007/s43494-021-00062-2
R. Fox, Erin S. Leif, D. Moore, B. Furlonger, A. Anderson, U. Sharma
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引用次数: 0
A Systematic Review of the Facilitators and Barriers to the Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports 对持续实施全校积极行为干预和支持的促进因素和障碍的系统回顾
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-03-01 DOI: 10.1007/s43494-021-00056-0
R. Fox, Erin S. Leif, D. Moore, B. Furlonger, A. Anderson, U. Sharma
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引用次数: 5
Trauma-Informed Paraeducator Training in the United States 美国创伤知情辅助教育工作者培训
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-01-28 DOI: 10.1007/s43494-022-00070-w
Cynthia H. Nover, Annette Farrell

Paraeducators in the United States are often paired with students with disabilities who have experienced trauma, but paraeducators may not be adequately knowledgeable about behavioral impacts of trauma. A review of all states and the District of Columbia in the United States found that no specific jurisdiction has required trauma education for paraeducators. Recommendations include state-sponsored professional development, incentives, team training alongside teachers, and accepting continuing education units from other professions.

在美国，辅助教育工作者经常与经历过创伤的残疾学生配对，但是辅助教育工作者可能对创伤的行为影响没有足够的了解。对美国所有州和哥伦比亚特区的一项审查发现，没有一个具体的司法管辖区要求对辅助教育工作者进行创伤教育。建议包括国家资助的专业发展、激励措施、与教师一起进行团队培训，以及接受其他专业的继续教育单位。
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引用次数: 0
An Expert Consensus Process to Distill Tier 1 PBIS into Core Practice Elements Essential to Frontline Implementation 一个专家共识过程，将一级公共保险服务提炼成对一线实施至关重要的核心实践要素
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-01-06 DOI: 10.1007/s43494-021-00066-y
Kevin J. Filter, LeAnne D. Johnson, Andrea L.B. Ford, Courtney A. Sowle, Samuel J. Bullard, Clayton R. Cook, Eric Kloos, Danielle Dupuis

Student outcomes depend on the implementation of intervention practice elements, which are the specific behaviors that front-line implementers deliver as part of their direct interactions with students. Tier 1 PBIS is a well established practice in schools but existing guidance on practice elements is often conflated with guidance on organizational systems that support implementation. The goal of this study was to distill the specific practice elements of Tier 1 PBIS from the established core features using an expert consensus process. A panel of nine Tier 1 PBIS research and practice experts participated in three iterative rounds of information gathering and feedback within an electronic Delphi study that structured the consensus-building process. The expert panel reached consensus by distilling Tier 1 PBIS into 16 distinct practice elements organized into five thematic domains. The thematic domains from the present study align with existing literature on core Tier 1 PBIS features but the practices in each domain clearly define the specific, expected actions of front-line implementers. Implications are discussed in terms of how the identified practice elements may be used to inform intervention fidelity monitoring and targeted implementation supports for front-line implementers.

学生的成绩取决于干预实践元素的实施，这些元素是一线实施者在与学生直接互动时提供的具体行为。一级PBIS在学校是一个很好的实践，但是现有的关于实践要素的指导经常与支持实施的组织系统指导混为一谈。本研究的目的是使用专家共识流程从已建立的核心特征中提炼出一级PBIS的具体实践要素。一个由九名一级PBIS研究和实践专家组成的小组在电子德尔福研究中参与了三轮反复的信息收集和反馈，该研究构建了建立共识的过程。专家小组通过将一级PBIS提炼成16个不同的实践要素，组织成五个主题领域，达成了共识。本研究的主题领域与现有关于核心Tier 1 PBIS特征的文献一致，但每个领域的实践都清楚地定义了一线实现者的具体预期行动。根据如何使用已确定的实践要素来通知干预保真度监测和为一线实施者提供有针对性的实施支持，讨论了其影响。
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引用次数: 3
Introduction to the Special Issue: Teacher Educators for Children with Behavior Disorders (TECBD) Conference. 特刊简介:行为障碍儿童的教师教育(TECBD)会议。
IF 1 4区 教育学 Q3 Social Sciences
Education and Treatment of Children
Pub Date : 2022-01-01 Epub Date: 2022-09-20 DOI: 10.1007/s43494-022-00083-5
Sarup R Mathur, Wendy Peia Oakes, Heather Griller Clark, Eric Alan Common
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引用次数: 0
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