一个试点可行性RUBI在教育环境中的随机试验 与教师的干预,支持公立小学自闭症学生
Karen Bearss1, Wendy Shih2, Daina M Tagavi3
1Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, USA. karen.bearss@catalight.org.
Journal of autism and developmental disorders
|October 15, 2025
概括
在教育环境中RUBI (RUBIES) 计划是可行的和可接受的,为辅助教师支持自闭症学生. 需要进一步的研究来证实它在减少具有挑战性的行为方面的有效性.
科学领域:
- 行为干预研究行为干预研究.
- 自闭症谱系障碍干预措施
- 教育心理学教育心理学
背景情况:
- 自闭症学生的外部化行为显著影响安全和福祉.
- 基于证据的行为干预通常需要适应学校环境.
- 准教师在学校支持自闭症学生方面发挥着至关重要的作用.
研究的目的:
- 评估RUBI在教育环境中的可行性,可接受性和初步有效性 (RUBIES).
- 评估实施行为干预研究单位 (RUBI) 计划的学校适应的情况.
- 为了确定准教育者是否可以有效地提供RUBIES来支持自闭症学生的外部化行为.
主要方法:
- 一项为期24周的试点随机对照试验,涉及67名教师和65名自闭症学生.
- 准教育者被随机分配到RUBIES干预或积极的比较器 (学校自闭症学生心理教育 - PASS).
- 可行性和可接受性通过坚持和满意度的措施来评估;初步的有效性是通过外部化行为的变化来衡量的.
主要成果:
- 在实施RUBIES的准教育工作者中观察到高度的坚持和强烈的参与.
- 与PASS组相比,RUBIES教师对管理学生行为的信心显著增加.
- 两组都显示出外部化行为减少,RUBIES和PASS在标准化结果指标上没有显著差异.
结论:
- 教育环境中的RUBI (RUBIES) 是一个可行且可接受的对准教育者的干预措施.
- 这项干预表明,它有望提高教师对管理行为自信.
- 需要进一步的研究来确定RUBIES在促进自闭症学生的行为改变方面的有效性.
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