教学小学年龄的同龄人响应式交互和增强和替代沟通策略在同龄人网络中的干预干预
Elizabeth E Biggs1, Erin C Turner1, Emily Elchos1
1Department of Special Education, Vanderbilt University, Nashville, TN.
Language, speech, and hearing services in schools
|March 26, 2025
概括
同龄人可以学习响应式的交互策略,以支持包容性游戏和沟通,以适应小说自闭症同学. 这种同行网络干预改善了互动,并受到所有参与者的青.
科学领域:
- 发展心理学 发展心理学
- 语音语言病理学 语言病理学
- 特殊教育 特殊教育
背景情况:
- 患有自闭症谱系障碍 (ASD) 的孩子们通常需要对积极的同龄人互动的支持.
- 制定有效的同行参与策略对于促进包容性教育环境至关重要.
研究的目的:
- 调查小学年龄的同龄人是否能够获得和实施响应式交互策略.
- 为了确定这些策略是否提高包容性游戏和沟通的最小说话自闭症学生在一个同行网络干预.
主要方法:
- 采用了一个单个案例,多个基线跨策略设计.
- 干预涉及初始教学课程,随后是指导,以培训同行在响应式交互策略,包括辅助增强和替代通信 (AAC).
- 参与者包括两名说话极小的自闭症学生,四名同龄人及其教育团队.
主要成果:
- 教学和指导方法有效地为同龄人提供了"谈话和游戏的方法"响应式交互策略.
- 这些策略的同行实施导致了互动性质的积极变化.
- 这些策略得到了自闭症学生,同学和教育团队成员的好评.
结论:
- 教育团队可以利用类似的干预模型来改善小说自闭症学生的结果.
- 装备同龄人作为响应式的沟通和游戏伙伴是增强社会包容性的可行策略.
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