一个集群-RCT部署在线视频教师培训,以提高智力障碍学生的阅读技能,使用增强和替代沟通:一个研究协议
Marthe Bilet-Mossige1, Line Britt Ulriksen2, Kenneth Larsen3
1The University of South-Eastern Norway, Faculty of Humanities, Sports, and Educational Science, Norway; Østfold University College, Department of Education, ICT and Learning, Norway.
Research in developmental disabilities
|February 11, 2026
概括
这项研究将在线视频培训与教师亲自辅导进行比较,以提高智力障碍或自闭症谱系障碍学生的早期阅读技能,使用增强型和替代性通信 (AAC). 在线培训为扫盲干预提供了一种灵活和可持续的方法.
科学领域:
- 特殊教育 特殊教育
- 发展心理学 发展心理学
- 应用语言学 应用语言学
背景情况:
- 使用增强型和替代性沟通 (AAC) 的智力障碍和/或自闭症谱系障碍 (ASD) 的儿童面临识字障碍.
- 现有的阅读课程往往缺乏根据这些学生的独特需求量身定制的基于证据的策略.
- 对于这群人群在学校环境中由教育工作者提供干预措施的研究有限.
研究的目的:
- 为了比较在线视频培训平台与教师亲自辅导的有效性.
- 通过使用AAC. 调查智力障碍和/或ASD学生早期阅读技能的影响.
- 评估识字干预措施的可持续和灵活的交付模式.
主要方法:
- 一个集群随机控制试验设计,涉及学校.
- 随机分配学校进行在线视频培训或为教师提供面对面辅导.
- 使用AAC. 的智力障碍儿童阅读发展的评估.
主要成果:
- 该研究将使用AAC评估智力障碍儿童的阅读发展.
- 在线视频培训和面对面辅导小组之间的干预结果的比较.
- 评估在线培训模式的可行性和有效性.
结论:
- 在线视频培训为提供阅读干预提供了一种灵活,可持续和潜在的通用化方法.
- 这种方法可以克服与面对面辅导的时间,位置和可访问性相关的障碍.
- 这些发现将有助于基于证据的实践在特殊教育的学生使用AAC.
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