The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism.
The role of staffing and classroom characteristics on preschool teachers' use of one-to-one intervention with children with autism.
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DOI：
10.1177/1362361320932726
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发表时间：
2020-11
期刊：
影响因子：
--
通讯作者：
Mandell D
中科院分区：
文献类型：
--
作者：
Lushin V;Marcus S;Gaston D;Beidas R;Lamson A;Goy I;Godina I;Rees J;Rivera R;Mandell D
对于患有自闭症的学龄前儿童，个体行为干预是最好的测试治疗方法之一。然而，在特殊教育幼儿园中很少实施。我们观察了一对一的行为干预正式和非正式提供的工作人员（N = 51）在12个教室在3个幼儿园的自闭症儿童，年龄在3-6岁，在美国的一个主要城市。我们估计了一对一干预的使用和课堂特征之间的关联，包括师生比例，专业角色组成和挑战儿童行为的频率。少量的课堂特征解释了相当大一部分的结果差异：23%的正式交付的一对一的干预和41%的非正式交付的。在教室里单独分配的个人护理助理的数量与一对一干预的正式交付呈负相关。课堂挑战行为与正式的一对一干预措施呈正相关。干预者的专业角色和班级中的儿童人数占非正式干预提供的最大方差。工作人员培训，明确专业角色，为个人护理助理和其他课堂团队成员设定绩效期望，以及减少班级规模可能是有希望的实施目标。研究结果表明，谨慎的任务转移政策，转移临床功能，从更训练有素的人员，训练程度较低。
For preschool children with autism, individual behavioral interventions are among the best-tested treatments. However, they are rarely implemented in special education preschools. We observed one-to-one behavioral interventions formally and informally delivered by staff (N = 51) in 12 classrooms across 3 preschools for children with autism, aged 3–6 years, in a major U.S. city. We estimated associations between the use of one-to-one intervention and classroom characteristics including staff-student ratio, professional role composition and frequency of challenging child behaviors. A small number of classroom characteristics explained considerable portions of outcome variance: 23% for formally delivered one-to-one interventions and 41% for informally delivered ones. The number of individually assigned personal care aides in the classroom was negatively correlated with less formal delivery of one-to-one intervention. Classroom challenging behavior was positively associated with formal delivery of one-to-one interventions. Interventionist’s professional roles and the number of children in the class accounted for the largest amounts of variance in informal intervention delivery. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff.
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