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Training Teachers to Implement Classroom Pivotal Response Teaching during Small-group Instruction: A Pilot Study.
Developmental Neurorehabilitation ( IF 1.3 ) Pub Date : 2020-09-27 , DOI: 10.1080/17518423.2020.1819462
Rianne Verschuur 1, 2 , Bibi Huskens 2, 3 , Robert Didden 2
Affiliation  

ABSTRACT

Background: Providing effective education to students with autism spectrum disorder (ASD) poses a significant challenge to educators. Although several evidence-based practices (EBPs) have been developed, few have been systematically implemented in educational settings. Pivotal response treatment (PRT) is a naturalistic behavioral intervention that has been adapted for implementation in the school context.

Methods: This pilot study used a concurrent multiple baseline design across seven teachers and students with ASD to examine the effectiveness of teacher training in classroom pivotal response teaching (CPRT) on teacher fidelity of implementation during small-group instruction and students’ communication skills and maladaptive behaviors in schools for special education in the Netherlands.

Results: Results indicated no replicated effect of CPRT training on teachers’ fidelity of implementation or children’s communications skills and maladaptive behavior, although teachers reported high satisfaction with the CPRT training.

Discussion: Implications for clinical practice and directions for future research are discussed.



中文翻译:

培训教师在小组教学中实施课堂枢纽反应教学:一项试点研究。

摘要

背景:为自闭症谱系障碍(ASD)的学生提供有效的教育对教育工作者构成了重大挑战。尽管已经开发了几种循证实践(EBP),但很少在教育环境中系统地实施。关键反应治疗(PRT)是一种自然主义的行为干预措施,已针对学校环境进行了调整。

方法:本实验研究使用七个并发ASD的师生同时进行的多个基线设计,研究了课堂关键反应教学(CPRT)中的师资培训对小组教学过程中实施教师保真度以及学生的沟通技巧和适应不良的有效性荷兰特殊教育学校的行为。

结果:尽管教师对CPRT培训表示高度满意,但结果表明,CPRT培训对教师的执行忠诚度或儿童的沟通技巧和适应不良行为没有重复的影响。

讨论:讨论了对临床实践的影响以及未来研究的方向。

更新日期:2020-09-27
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