Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction?
Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction?
复制标题
DOI：
10.1007/s10803-019-04004-1
复制
发表时间：
2019-07-01
影响因子：
3.9
通讯作者：
Mandell, David S.
中科院分区：
文献类型：
--
作者：
Nuske, Heather J.;Pellecchia, Melanie;Mandell, David S.
一对一教学是自闭症谱系障碍学生循证教学的重要组成部分，但并未像建议的那样经常使用。学生特征可能会影响教师选择治疗和/或实施治疗的决定。本研究探讨了学生的临床和人口统计特征与教师报告的离散试验训练 (DTT) 和关键反应训练 (PRT) 的使用之间的关联。儿童较高的感觉症状、较低的社交方式、较低的语言技能和较高的自我调节困难与更频繁的 1:1 DTT 和 PRT 相关。结果表明，教师对有更多明显障碍的儿童进行更频繁的 1:1 指导，不会将儿童与 1:1 干预类型相匹配，并且可能会无意中忽视其他可能仍然有益的个性化干预学生。
One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial.