行为放松训练对自闭症学生在包容性课堂中的学术任务完成的影响:单主题设计研究
Yitong Jiang1, Hongmei Liu2, Yin Wang2
1Department of Special Education and Clinical Sciences, University of Oregon, Eugene, OR 97405, USA.
Behavioral sciences (Basel, Switzerland)
|December 30, 2025
概括
行为放松训练 (BRT) 帮助自闭症学生减少焦虑,并在包容性教室中提高任务完成率. 这种干预对行为和学业表现产生了持久的积极影响.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 包容性教育旨在实现自闭症学生的充分参与.
- 学术焦虑会阻碍自闭症学生完成任务和表现.
- 针对焦虑对于在学术环境中支持自闭症学生至关重要.
研究的目的:
- 调查自闭症学生在包容性环境中的行为放松训练 (BRT) 的有效性.
- 评估BRT对减少学术焦虑和改善任务完成的影响.
- 评估维持行为变化和参与者对干预的满意度.
主要方法:
- 在单个主题研究框架内,采用了跨任务设计的并发多探针设计.
- 在包容性环境中,自闭症学生接受了关于放松行为的指导.
- 干预的有效性通过行为和生理结果,学术任务完成和维护阶段来衡量.
主要成果:
- 行为放松训练 (BRT) 对行为和生理结果都有积极的影响.
- 在学术任务完成方面,在中文素养,数学和英语方面观察到显著的改进.
- 在维护阶段,行为变化仍然很高,这表明持续的有效性.
结论:
- 行为放松训练 (BRT) 是一种有效的干预措施,可以减少自闭症学生的焦虑和提高学业表现.
- 这项干预措施受到学生和护理人员的欢迎,据报道,这项干预措施有助于完成作业.
- 研究结果支持将放松策略整合到包容性教育中,以支持自闭症学生.
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