教导两个自闭症儿童接受性词汇:一个复制的,基于临床的,单个案例的实验设计
Rebecca Gray1, Deirdre M Muldoon2
1Early Childhood Education, St. Anne's Institute, Albany, NY, USA.
Autism & developmental language impairments
|May 29, 2024
概括
这项研究有效地教导自闭症学龄前儿童使用匹配样本 (MtS),提示和强化来学习感受词汇. 个性化支持导致对象识别和学习单词的概括得到了显著改善.
科学领域:
- 发展心理学 发展心理学
- 临床心理学 临床心理学
- 特殊教育 特殊教育
背景情况:
- 复制了一项关于向自闭症学龄前儿童教授感受词汇的研究.
- 在保持既定程序的同时,增加了词汇目标.
- 研究护理人员对干预有效性的看法.
研究的目的:
- 复制和扩展以前关于教学感受词汇的研究.
- 评估匹配到样本 (MtS),提示和强化程序的有效性.
- 收集护理人员对干预影响的反.
主要方法:
- 使用与两个自闭症学龄前儿童并发的多重基线设计.
- 对每个孩子进行个性化匹配样本 (MtS),提示和强化.
- 在3-4次会议后进行了维护检查和概括探测;管理了社会有效性问卷.
主要成果:
- 两位参与者都在接受对象识别方面表现出显著的改善.
- 词汇目标被概括为非相同的图片,并随着时间的推移而保持.
- 个性化提示和强化导致参与者获得更大的成功.
结论:
- 匹配到样本 (MtS),提示和强化对于教导接收词汇是有效的,即使只有有限的会议.
- 修改程序对于满足不同学习者需求至关重要.
- 护理人员报告说,它对沟通,注意力和行为产生了积极的影响.
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