基于远程医疗的指导与或没有教学反的比较
Vincent E Campbell1, Thomas S Higbee1, Jessica A Osos1
1Department of Special Education and Rehabilitation Counseling, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA.
The Analysis of verbal behavior
|June 26, 2023
概括
教学反 (IF) 改善了自闭症谱系障碍 (ASD) 儿童的远程医疗指导. 将IF与离散试验指令 (DTI) 结合起来,增强了口头行为发展,一些参与者获得了次要目标.
科学领域:
- 语音语言病理学 语言病理学
- 发展心理学 发展心理学
- 应用行为分析应用行为分析
背景情况:
- 患有自闭症谱系障碍 (ASD) 的儿童经常经历语言延迟.
- 传统的密集,面对面的教学是常见的发展口头行为.
- 由于COVID-19大流行,ASD干预需要采用替代服务提供方法.
研究的目的:
- 在ASD儿童的远程医疗指导中调查教学反 (IF) 的有效性.
- 为了比较单独的离散试验指令 (DTI) 与通过远程医疗与IF结合的DTI的有效性.
主要方法:
- 四名患有自闭症的参与者接受了针对语音响应的远程医疗指导.
- 实施了两个条件:单独DTI和DTI与IF.
- 对于这两种条件,语音响应和次要目标都被评估了.
主要成果:
- 这两种远程医疗教学方法都改善了所有参与者的主要目标语音响应.
- 四分之二的参与者在IF被包括在内时获得了次要目标.
- 对一些参与者来说,DTI和IF的组合显示出潜在的好处.
结论:
- 包括DTI在内的远程医疗指导对于改善ASD儿童的口头行为是有效的.
- 通过远程医疗将教学反 (IF) 集成到DTI中,可能会提高一些人的学习成果.
- 需要进一步的研究来探索IF在ASD远程医疗干预中的具体好处.
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