通过针对学术执行职能的学校干预来提高学术表现 - - 一项试点研究
Leanne Tamm1,2, Sydney M Risley3, Elizabeth Hamik1
1Department of Pediatrics, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
概括
患有自闭症谱系障碍 (ASD) 的中学生在AIMS干预后表现出更好的学术执行功能 (EF) 和行为. 该研究强调了这种为ASD学生提供学校课程的可行性和满意度.
科学领域:
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
- 行为干预 行为干预
背景情况:
- 没有智力障碍的自闭症谱系障碍 (ASD) 的学生经常面临学术挑战.
- 这些困难源于执行职能 (EF) 的缺陷,包括组织,规划和学习技能.
- 不高效的学习,丢失的作业和错位的材料是这个人群的常见问题.
研究的目的:
- 评估基于学校的干预措施的可行性和满意度,称为"在学校实现独立和掌握" (AIMS).
- 在概念验证试验中评估AIMS干预的初始有效性.
- 确定AIMS干预是否可以改善ASD学生的学术执行功能.
主要方法:
- 一个概念验证试验,涉及6名中学学生与ASD没有智力障碍.
- 在学校实现独立和掌握 (AIMS) 的干预措施是在学校环境中实施的.
- 家长和老师评价了学生的学术执行功能和干预前后整体功能.
主要成果:
- 艾姆斯干预表明了高可行性和参与学生的满意度.
- 家长和教师的报告表明,学术执行职能技能有所改善.
- 在学生的学术行为中也注意到了观察到的改善.
结论:
- 基于学校的AIMS干预表明,它有望改善ASD学生的学术执行功能.
- 结果表明,学术EF技能是可塑的,可以通过有针对性的干预措施来增强.
- 根据这些积极的发现,进一步的研究和干预开发是有必要的.
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