Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study
Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study
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使用同伴介导的指导来支持自闭症学生在数学活动中的沟通：案例研究
作者：
Paulo Tan;E. Alant
摘要本研究采用A-B单一被试设计，探讨同伴干预在多大程度上支持一年级自闭症学生在数学活动中使用语音生成设备(SGD)的目的和频率。干预措施包括教一名非残疾同龄人鼓励患有自闭症的学生在合作的数学活动中使用SGD。我们的分析包括对一段时间内的趋势和模式进行直观和描述性的检查，以及对阶段之间和阶段内的手段进行比较。在本研究的过程中，我们发现：(1)自闭症学生的总体沟通水平增加，包括这些沟通行为的关联性；(2)自闭症学生的自发沟通行为水平增加；(3)同伴在支持自闭症学生的沟通方面变得更加独立。提出了对未来研究和实践的启示。
ABSTRACT This study employed an A-B singled subject design to explore the extent to which a peer-mediated intervention supported a first-grade student with autism’s usage both in purpose and frequency of a speech-generating device (SGD) during mathematics activities. The intervention involved teaching a peer without a disability to encourage the student with autism to use the SGD during partnered mathematics activities. Our analysis involved visual and descriptive examination of trends and patterns over time, and comparison of means between and within phases. We found during the course of this study that (1) the student with autism’s level of overall communication, which included the relevancy of these communicative behaviors, increased; (2) the student with autism’s level of spontaneous communication acts increased; and (3) the peer became more independent with supporting the student with autism’s communication. Implications for future research and practice are provided.