The Use of Visual Supports to Facilitate Transitions of Students with Autism
The Use of Visual Supports to Facilitate Transitions of Students with Autism
复制标题
使用视觉支持促进自闭症学生的过渡
DOI：
10.1177/108835760001500307
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发表时间：
2000
影响因子：
2
通讯作者：
J. Ganz
中科院分区：
文献类型：
--
作者：
Sarah Dettmer;R. Simpson;B. Myles;J. Ganz
对两名患有自闭症的小学男孩的视觉支持组合进行了评估。视觉支持被用来帮助在社区和家庭环境中从一项活动过渡到另一项活动。使用单受试者反转设计(ABAB)评估视觉支持的有效性。数据显示，在给学生提供指导的时间和他们开始下一次活动的时间之间，使用视觉支持的延迟时间显著减少。视觉支持还导致其中一名学生所需的教师提供的口头和身体转换提示显著减少。
A combination of visual supports for two elementary-age boys with autism was evaluated. The visual supports were used to aid transitions from one activity to another in community and home settings. The effectiveness of the visual supports was assessed using single-subject reversal designs (ABAB). The data revealed a significant decrease in the latency between the time the students were given instructions and the time they began the next activity when the visual supports were used. Visual supports also resulted in a significant decrease in teacher-delivered verbal and physical transition prompts required for one of the students.