教学任务:获取之间的对应性,对生活必不可少的沟通方式评估的建议,以及偏好
Daniella Orozco1, Catia Cividini-Motta1, Claudia Campos2
1Applied Behavior Analysis Program, Department of Child and Family Studies, University of South Florida, 13301 Bruce B. Downs Blvd., Tampa, FL 33612 USA.
Behavior analysis in practice
|September 8, 2023
概括
这项研究比较了自闭症谱系障碍 (ASD) 儿童的增强型和替代性沟通 (AAC) 获取. 结果显示,不同AAC模式的学习率和个人偏好相似,无论推的方法是什么.
科学领域:
- 语音和语言病理学 语言病理学
- 发展心理学 发展心理学
- 行为分析 行为分析
背景情况:
- 大约25-35%的自闭症谱系障碍 (ASD) 患者缺乏声语,需要增强型和替代性沟通 (AAC).
- 目前选择AAC模式的方法并不总是系统的,如果选择不合适的模式,可能会导致采集速度更慢.
- 生活必需品 (EFL) 手册提供了一个评估来识别和排名AAC模式,但缺乏经验验证.
研究的目的:
- 为了比较ASD儿童在三个AAC模式中获取任务 (请求) 的情况.
- 评估EFL评估所建议的AAC模式是否在更少的会议中获得.
- 根据获取速度来确定参与者对AAC模式的偏好.
主要方法:
- 四名被诊断患有自闭症和有限的声乐作品集的儿童参加了这次活动.
- 课程是通过三个不同的AAC模式进行的.
- 每个AAC模式的收购率和参与者偏好都被记录下来.
主要成果:
- 所有参与者都使用EFL推的AAC模式成功获得了任务.
- 在所有三种测试的AAC模式中,授权的获取率相似.
- 参与者对特定AAC模式的偏好是特异性的,与获取速度无关.
结论:
- 所有参与者都获得了EFL推的AAC模式,但不比其他测试的模式更快.
- 在EFL推的AAC和其他模式之间,收购率没有显著差异.
- 对AAC方式的个人偏好各不相同,应在临床实践中考虑.
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