活动计划干预套餐对学习中心期间合作性职业交流的影响
Stephanie L Mattson1,2, Thomas S Higbee1, Beverly Nichols1
1Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, UT USA.
Behavior analysis in practice
|January 10, 2025
概括
活动计划在课堂活动期间改善了自闭症谱系障碍 (ASD) 儿童的合作沟通. 这种干预导致了更多的社会交流和技能泛化,即使在日程表被取消后.
科学领域:
- 发展心理学 发展心理学
- 特殊教育 特殊教育
- 应用行为分析应用行为分析
背景情况:
- 患有自闭症谱系障碍 (ASD) 的儿童在同伴互动期间经常面临合作沟通的挑战.
- 课堂学习中心为社会技能发展提供了机会,但对于自闭症儿童来说可能很困难.
研究的目的:
- 调查活动计划干预套餐的有效性.
- 在学习中心活动期间,加强ASD儿童在情境上适当的合作沟通.
主要方法:
- 在参与者伙伴关系中采用了非并发的多重基线设计.
- 干预涉及一个活动计划包,集成到学习中心的任务中.
- 嵌入了逆转组件,以评估干预的影响.
主要成果:
- 所有参与者伙伴关系都显示了合作性语音交换的显著增加.
- 患有自闭症的儿童表现出参与未经培训的合作交流.
- 一个伙伴关系在干预后保持了合作沟通,而其他伙伴关系的时间表已经消失了.
结论:
- 活动计划是培养ASD儿童在课堂环境中的合作沟通的可行工具.
- 干预促进了培训和通用合作技能.
- 干预组件消失的可能性表明长期的好处.
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