在特殊教育环境中探索图片交换通信系统 (PECS) 的使用
Richard J May1, Hira Salman2, Sean J O'Neill3
1School of Psychology and Therapeutic Studies, University of South Wales, Pontypridd, CF37 IDL, UK. Richard.may@southwales.ac.uk.
Journal of autism and developmental disorders
|February 11, 2024
概括
正式培训显著提高了对有发展障碍的儿童图片交换通信系统 (PECS) 的知识和实施. 然而,时间和资源等障碍阻碍了对这种增强和替代通信 (AAC) 系统的有效使用.
科学领域:
- 语音和语言治疗治疗
- 特殊教育 特殊教育
- 发展心理学 发展心理学
背景情况:
- 图片交换通信系统 (PECS) 是一个广泛采用的增强和替代通信 (AAC) 策略,用于发育障碍儿童.
- 有效地实施PECS对于支持特殊教育环境中的沟通发展至关重要.
研究的目的:
- 评估英国特殊教育环境中从业人员对PECS的知识和遵守情况.
- 确定培训和支持需求,以优化PECS实施.
- 探索培训经验与PECS知识和使用之间的关系.
主要方法:
- 一项针对283名在英国特殊教育环境中实施PECS的从业人员的调查.
- 使用层次逻辑回归模型来分析培训和PECS结果之间的关联.
- 方法,预测和分析计划在开放科学框架 (OSF) 上预先注册.
主要成果:
- 在从业人员的知识和PECS实施方面存在显著差异.
- 正式培训与更大的知识和更准确的实施有关,即使考虑到从业者的角色和设置支持.
- 虽然通常被认为是有效和实用的,但时间和资源的可用性被认为是实施的主要障碍.
结论:
- 正式培训是提高PECS知识和实施准确性的关键因素.
- 在了解PECS的目的和一致实施挑战方面存在差距.
- 结果为改善从业者支持和优化教育环境中的真实世界PECS使用提供了见解.
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