在一个不完美的世界:教育工作者基于证据的实践使用障碍和促进者,用于包容性环境中的小学年龄的自闭症学生
Shawna G Harbin1, Maria L Hugh2, Daina Tagavi3
1Department of Human Development and Family Science, Purdue University, Hanley Hall, Room 229, 1202 Mitch Daniels Blvd, West Lafayette, IN, 47907, USA. sharbin@purdue.edu.
Journal of autism and developmental disorders
|September 11, 2024
概括
教师需要更多的培训和资源,以便在普通教育中有效地使用基于证据的实践 (EBP) 对自闭症学生. 解决这些障碍可以改善自闭症学习者的成果和参与.
科学领域:
- 教育教育教育教育教育教育.
- 特殊教育 特殊教育
- 应用行为分析应用行为分析
背景情况:
- 基于证据的实践 (EBP) 改善了自闭症学生在普通教育中的学习和参与.
- 许多教育工作者面临的挑战是,在自闭症学生中始终实施EBP.
研究的目的:
- 识别教育工作者对自闭症学生EBP实施的障碍和促进者的看法.
- 了解教育工作者在一般教育环境中对EBP的经验.
主要方法:
- 涉及81名小学年龄自闭症学生的教育工作者进行的定性研究.
- 采访以"实施研究综合框架"为指导.
主要成果:
- 教师确定了与一般教育环境,资源可用性,EBP培训和专业合作相关的因素.
- 关键主题包括需要加强培训和可获得的资源.
结论:
- 增加,有针对性的培训和随时可用的资源对于有效的EBP实施至关重要.
- 解决已识别的障碍可以支持教育工作者促进自闭症学生的积极成果.
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