为印度班加罗尔的自闭症学生实施基于证据的教学方法
Ashrita Nagpal1, Aanchal Chopra2, Janice Chan3
1Child Development Group, Sangath, India. ashrita@sas.upenn.edu.
Journal of autism and developmental disorders
|September 30, 2025
概括
课堂中枢响应教学 (CPRT) 对印度的自闭症学生来说是有前景的,提高了参与度和技能. 这种方法是可行的,并可接受在低资源环境的特殊教育工作者.
科学领域:
- 特殊教育 特殊教育
- 发展心理学 发展心理学
- 应用行为分析应用行为分析.
背景情况:
- 对于自闭症学生来说,缺乏基于证据的教学策略,特别是在多样化,低资源的环境中.
- 自闭症谱系障碍 (ASD) 需要量身定制的教育干预措施,以应对社会互动,沟通和行为的核心挑战.
- 文化相关和资源敏感的方法对于全球有效的自闭症教育至关重要.
研究的目的:
- 在印度特殊教育学校实施和评估课堂中关键响应教学 (CPRT) 的可行性,可接受性和忠实性.
- 评估CPRT对中度至重度自闭症自闭症儿童的学生参与,技能获取和言语的影响.
- 评估受过CPRT培训的特殊教育工作者的自我效能.
主要方法:
- 用一种混合方法的方法来评估CPRT.
- 八名特殊教育工作者接受了为期十周的密集CPRT培训.
- 使用定性和定量数据来衡量实施忠实性和可接受性.
主要成果:
- 所有教育工作者在CPRT培训中都取得了高效率,75%的教育工作者在培训后1.5-4个月内保持了高效率.
- 定性数据显示,CPRT对于学生的参与,技能获取和言语是可以接受和有益的.
- 对于个人教学和高优先级目标来说,CPRT被认为是可行的,尽管小组设置面临资源和时间限制.
结论:
- 课堂中枢响应教学 (CPRT) 是印度特殊教育环境的一个有希望的,基于证据的干预措施.
- 这项研究强调了需要通过对CPRT进行更大规模的疗效试验进行进一步的研究.
- CPRT可以适应低资源环境,提高教师的自我效能和自闭症教育中的学生成果.
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