Journal of the American Academy of Special Education Professionals最新文献

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EVALUATION OF THE RHYTHMIC ARTS PROJECT, A MULTI-MODAL RHYTHM-BASED PERCEPTION AND ACTION INTERVENTION, IN A SCHOOL-BASED SETTING IN CHILDREN WITH AUTISM SPECTRUM DISORDERS. 节奏艺术项目的评估，多模态节奏感知和行动干预，在以学校为基础的自闭症谱系障碍儿童。

Journal of the American Academy of Special Education Professionals

Pub Date : 2019-02-01

Beth A Smith, Eddie Tuduri, Emily Mostovoy, Denise Pannell, Chris Landon

The Rhythmic Arts Project (TRAP) curriculum integrates visual, tactile, auditory and speech experiences through rhythmic drumming actions to address life skills. We evaluated life skills before and after participation in TRAP in a school-based setting in children with Autism Spectrum Disorders (ASD). Participants were 23 children in grades 6-12 in a special education program for students with ASD. We administered the Pediatric Evaluation of Disability Index Computer Adaptive Test (PEDI-CAT) before and after they participated TRAP. Children showed significant increases in participation in daily activities, mobility status, cognitive and social skills, and responsibility after participation in TRAP. We did not have a comparison or control group, however we used a repeated baseline design to support that changes were generally not observed over the summer when children were not participating in TRAP. Our results represent a first step in evaluating the effectiveness of TRAP by systematically measuring changes in life skills.

韵律艺术项目(TRAP)课程通过有节奏的击鼓动作将视觉、触觉、听觉和言语体验结合起来，以解决生活技能问题。我们在学校环境中评估了自闭症谱系障碍(ASD)儿童参加TRAP之前和之后的生活技能。参与者是23名6-12年级的儿童，他们参加了一个针对自闭症学生的特殊教育项目。在他们参加TRAP之前和之后，我们对他们进行了儿童残疾指数评估计算机适应测试(PEDI-CAT)。参加TRAP后，儿童在参与日常活动、活动状况、认知和社交技能以及责任方面表现出显著的增加。我们没有比较组或对照组，但我们使用重复基线设计来支持当儿童不参加TRAP时，通常不会观察到夏季的变化。我们的研究结果是通过系统地测量生活技能的变化来评估TRAP有效性的第一步。

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