学校的功能性沟通培训:对生态有效性证据的系统分析
Laura C Chezan1, Autumn M Bauer1, Meka N McCammon2
1Old Dominion University, Norfolk, VA, USA.
Behavior modification
|July 26, 2024
概括
这次审查发现,与残疾学生使用的功能性沟通培训 (FCT) 程序的生态有效性较低. 虽然大多数研究符合标准,但缺乏详细描述和实际应用证据.
科学领域:
- 教育教育教育教育教育教育.
- 应用行为分析应用行为分析
- 特殊教育 特殊教育
背景情况:
- 在教育环境中采用干预措施时,生态有效性至关重要.
- 功能性沟通培训 (FCT) 用于解决残疾学生具有挑战性的行为.
- 了解FCT的生态有效性对于其实际应用至关重要.
研究的目的:
- 审查FCT在残疾学龄人群中的生态有效性的证据.
- 评估在研究中描述的行为评估和FCT程序的质量.
- 在现实学校环境中评估FCT干预措施的实际意义.
主要方法:
- 对19个单一案例实验设计 (SCED) 研究 (1985-2023) 的系统审查.
- 使用实证证据的What Works Clearinghouse (WWC) 标准进行评估.
- 对行为评估和FCT的程序描述和生态有效性的分析.
主要成果:
- 95%的SCED研究符合WWC标准.
- 对于50%的行为评估和11%的FCT,可获得完整的程序描述.
- 在83.3%的行为评估和所有FCT程序中,生态有效性的证据很低.
结论:
- 目前,FCT程序在学校环境中的生态有效性很低.
- 不完整的程序描述限制了对FCT实际应用的评估.
- 未来的研究应该专注于提高FCT对残疾学生的干预措施的生态有效性.
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