Implementation challenges in translating pivotal response training into community settings.
Implementation challenges in translating pivotal response training into community settings.
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DOI：
10.1007/s10803-013-1826-7
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发表时间：
2013-12-01
影响因子：
3.9
通讯作者：
Mandell, David
中科院分区：
文献类型：
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作者：
Suhrheinrich, Jessica;Stahmer, Aubyn C;Mandell, David
为自闭症儿童实施循证实践(EBP)对教师来说是具有挑战性的，因为这些实践往往很复杂，需要大量的培训和资源，而大多数学校环境中都没有这种培训和资源。这项简短的调查旨在确定教师实施EBP的优势和困难领域，即关键反应培训(PRT)。观察数据来自41名教师，他们参与了两项涉及PRT的独立调查。尽管培训程序不同，但教师在力量(明确的机会/指导和儿童选择)和难度(转弯和多个线索)方面表现出相似之处。这些发现为系统地适应PRT的课堂使用提供了下一步的建议。这项研究可以作为EBPS适应实践环境的过程的一个模型。
Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings.