探索影响教育工作者为自闭症学生选择基于证据的实践的跨层面因素.
Maria L Hugh1, Olivia G Michael2, Mahima M Joshi2
1Department of Special Education, University of Kansas, Lawrence, KS, USA.
Implementation research and practice
|November 24, 2025
概括
教师面临的挑战是为自闭症学生选择基于证据的实践 (EBP). 决策主要考虑学生的需求和干预特征,高度重视合作.
科学领域:
- 教育教育教育教育教育教育.
- 特殊教育 特殊教育
- 应用行为分析应用行为分析
背景情况:
- 选择基于证据的实践 (EBP) 是教育工作者支持自闭症学生的一个重大挑战,有助于实现差距.
- 了解影响教育工作者的EBP选择的决策过程和决定因素对于改善支持系统至关重要.
研究的目的:
- 在为自闭症学生选择EBP时,确定影响教育工作者的决策因素.
- 探索教育工作者使用的信息来源以及学生,干预,教育工作者和课堂层面的决定因素.
主要方法:
- 与81名教育工作者 (普通教育教师,特殊教育教师和准教育工作者) 进行半结构面试.
- 专注于在包容性课堂环境中为特定学生选择EBP.
- 在多个生态层面调查信息来源和决策决定因素.
主要成果:
- 教师利用准备计划和专家同事获取EBP信息,而准教育者则依赖现有实践和同行指导.
- 选择EBP主要取决于学生和干预特征,不太重视教育工作者或环境因素.
- 教师做出个性化的EBP决策,旨在为所有学生带来利益的实践,并强调合作作为一个关键的支持,尽管机会有限.
结论:
- 该研究提供了关于不同教育团队成员如何为自闭症学生选择EBP的关键见解.
- 调查结果可以为开发更有效的实施支持和教育工作者的专业发展提供信息.
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