Abstract:Providing group instruction with high levels of opportunities to respond, including unison responding, is critical to maximize the educational instruction of individuals with autism spectrum disorders (ASD) in public schools. Direct Instruction (DI) has shown promise in teaching skills to students with ASD. DI is generally taught to small groups of students and relies heavily on unison responding; however, research on DI has not provided the detail needed to support unison responding implementation with students with ASD who exhibit interfering behaviors. The purpose of this study was to investigate the effects of systematic task breaks and proximity fading on unison responding during small-group DI with four students with ASD. Results indicated a functional relation between the intervention and student responding. One student, an English-language learner, required a Spanish directive to increase her responding to an acceptable level. A discussion of limitations, future research, and practical implications is included.

中文翻译：

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在对表现出干扰行为的自闭症谱系障碍学生的小组直接教学中，教学统一回应

摘要：提供具有高水平回应机会的小组教学，包括统一回应，对于最大限度地提高公立学校自闭症谱系障碍 (ASD) 患者的教育教学至关重要。直接教学 (DI) 在向 ASD 学生教授技能方面显示出前景。DI 通常教授给一小群学生，并且在很大程度上依赖于一致响应；然而，关于 DI 的研究并未提供支持与表现出干扰行为的 ASD 学生一致响应实施所需的细节。本研究的目的是调查系统性任务中断和邻近衰减对四名 ASD 学生小组 DI 期间一致响应的影响。结果表明干预和学生反应之间存在功能关系。一名学生，一名英语学习者，需要西班牙语指令才能将她的反应提高到可接受的水平。包括对局限性、未来研究和实际影响的讨论。