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Evaluating the Effects of Establishing Eye Contact on the Skill Acquisition of Individuals with Autism
Journal of Behavioral Education ( IF 1.2 ) Pub Date : 2020-06-09 , DOI: 10.1007/s10864-020-09391-5
Daniela P. Silva , Kate E. Fiske

Researchers widely assert that requiring eye contact from students with autism spectrum disorder (ASD) before instruction is highly important to the outcome of teaching (Greer and Ross in Verbal behavior analysis, Pearson Education, New York, 2008; Lovaas in J Consult Clin Psychol 55(1):3–9, 1977. https://doi.org/10.1037/0022-006x.55.1.3). However, to our knowledge, no research to date has evaluated the effects of this component of instruction on skill acquisition. In this current study, we evaluated the effect of requiring student eye contact from participants with ASD prior to giving an instruction on the rate of skill acquisition. Using an adapted alternating treatments design, this study compared the skill acquisition of three participants diagnosed with ASD during discrete-trial instruction (DTI) for expressive identification of novel items. Requiring eye contact was manipulated as a treatment integrity error during DTI in high-integrity, low-integrity, and control conditions. The experimenter established eye contact with the participants prior to giving an instruction during 100% of trials in the high-integrity condition, whereas eye contact was only established prior to the instruction in 67% of trials in the low-integrity condition. Results indicate that all three participants acquired expressive labels for items in fewer sessions in the high-integrity condition as compared to the low-integrity condition. Implications for the impact of eye contact on skill acquisition are discussed.



中文翻译:

评估建立眼神接触对自闭症患者技能习得的影响

研究人员广泛断言,在教学前要求患有自闭症谱系障碍 (ASD) 的学生进行眼神交流对教学结果非常重要(Greer 和 Ross 在言语行为分析中,Pearson Education,纽约,2008 年;J Consult Clin Psychol 中的 Lovaas 55 (1):3–9, 1977. https://doi.org/10.1037/0022-006x.55.1.3)。然而,据我们所知,迄今为止,还没有研究评估过这一教学部分对技能习得的影响。在当前的这项研究中,我们评估了在对技能习得率进行指导之前要求患有 ASD 的参与者进行眼神交流的效果。本研究使用经过调整的交替治疗设计,比较了在离散试验教学 (DTI) 期间被诊断为 ASD 的三名参与者的技能习得,以表达识别新项目。在高完整性、低完整性和控制条件下的 DTI 期间,需要眼神接触被视为治疗完整性错误。在 100% 的高完整性条件下的试验中,实验者在给出指令之前与参与者建立了眼神接触,而在 67% 的低完整性条件下的试验中,仅在指令之前建立了眼神接触。结果表明,与低完整性条件相比,在高完整性条件下,所有三个参与者都在较少的会话中获得了项目的表达标签。讨论了眼神接触对技能习得的影响。在 100% 的高完整性条件下的试验中,实验者在给出指令之前与参与者建立了眼神接触,而在 67% 的低完整性条件下的试验中,仅在指令之前建立了眼神接触。结果表明,与低完整性条件相比,在高完整性条件下,所有三个参与者都在较少的会话中获得了项目的表达标签。讨论了眼神接触对技能习得的影响。在 100% 的高完整性条件下的试验中,实验者在给出指令之前与参与者建立了眼神接触,而在 67% 的低完整性条件下的试验中,仅在指令之前建立了眼神接触。结果表明,与低完整性条件相比,在高完整性条件下,所有三个参与者都在较少的会话中获得了项目的表达标签。讨论了眼神接触对技能习得的影响。结果表明,与低完整性条件相比,在高完整性条件下,所有三个参与者都在较少的会话中获得了项目的表达标签。讨论了眼神接触对技能习得的影响。结果表明,与低完整性条件相比,在高完整性条件下,所有三个参与者都在较少的会话中获得了项目的表达标签。讨论了眼神接触对技能习得的影响。

更新日期:2020-06-09
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