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放大屏幕并同时提示教导自闭症幼儿
Seray Olcay1, Elif Karabulut2, Dincer Saral1
1Special Education Department, Hacettepe University, Ankara, Turkey.
International journal of developmental disabilities
|December 23, 2024
概括
使用同时提示和观察学习的远程医疗干预有效地向患有自闭症谱系障碍 (ASD) 的幼儿教授了新技能. 干预后,技能得到了维护和普遍化,显示出远程ASD支持的希望.
科学领域:
- 儿科心理学 儿科心理学
- 发育障碍 发育障碍是一种发展障碍.
- 教育技术的教育技术
背景情况:
- 远程医疗越来越被认为是远程提供医疗和教育服务.
- 现有的指导方针表明,远程医疗干预措施可能对自闭症谱系障碍 (ASD) 患者有效.
- 对残疾儿童的直接远程医疗干预存在有限的研究,需要进一步调查.
研究的目的:
- 检查远程医疗提供的同时提示与ASD幼儿的观察学习相结合的有效性.
- 评估在接受远程干预的ASD儿童的技能获取,维护和泛化.
主要方法:
- 一个单个对象的研究,利用跨行为和参与者的多探针设计.
- 两名被诊断患有自闭症的5岁儿童参加了这次活动,学生和实施者分别在不同的地点.
- 干预涉及远程医疗提供同时提示和观察性学习.
主要成果:
- 两个孩子都通过远程医疗干预获得了目标和观察反应.
- 干预后一,两和六周,获得的反应得到维持.
- 在两位参与者身上都观察到不同条件的技能泛化.
结论:
- 远程医疗提供的同时提示和观察学习是教导患有自闭症的幼儿的可行方法.
- 这些发现支持使用远程医疗为儿童ASD提供直接干预.
- 这种方法对可访问和有效的ASD干预措施有重大影响.
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