提高学校自闭症干预措施的适应性:在RUBIES计划上的教师辅导课程后的教训
Daina M Tagavi1, Sydney Puga2, Catherine Dick2
1University of Washington, Seattle.
概括
准教育者发现RUBI在教育环境 (RUBIES) 干预措施对自闭症学生有效. 然而,如日程安排和协调等实施挑战需要进一步适应学校环境.
科学领域:
- 行为干预措施 行为干预
- 教育心理学教育心理学
- 自闭症谱系障碍研究研究
背景情况:
- 基于证据的行为干预对自闭症学生至关重要.
- 准教育工作者往往缺乏针对这一群体的行为管理方面的专业培训.
- 适应学校环境的干预措施需要了解准教育者的观点.
研究的目的:
- 为了收集教师对RUBI在教育环境 (RUBIES) 干预的反.
- 确定学校实施RUBIES干预措施的优势和改进领域.
- 为改善学校行为干预措施的可行性和可持续性提供适应信息.
主要方法:
- 与16名使用RUBIES干预的准教育工作者进行半结构化访谈.
- 使用报告调整和修改 - 扩展框架 (FRAME) 分析反.
- 将反分类为内容和实施/扩展活动.
主要成果:
- 副教师报告说,RUBIES的内容有效地减少了具有挑战性的行为,并增加了学生的参与度.
- 确定的实施障碍包括日程安排,材料访问和团队协调.
- 建议的改进包括加强员工培训和实时支持的数字工具.
结论:
- 鲁比斯的干预有希望,但需要适应实际的学校环境.
- 解决实施障碍是行为干预措施可行性和可持续性的关键.
- 协作适应和持续监测对于最大限度地影响自闭症学生和准教育工作者至关重要.
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