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1.
This study compared most-to-least prompting to flexible prompt fading for teaching four children with an autism spectrum disorder various expressive tasks. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures with most-to-least prompting and six pictures with flexible prompt fading. The researchers evaluated effectiveness, maintenance, efficiency, and performance across both prompting conditions and across all participants. Results indicated that both prompting procedures were effective across all four participants. Results also indicated that flexible prompt fading led to a higher percentage of independent correct responding during teaching trials. For three of the participants, flexible prompt fading was also a more efficient procedure. Results were mixed in terms of maintenance across the four participants.  相似文献   

2.
Co‐teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co‐teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non‐co‐taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co‐teachers to compound their perceptions with our observations. Observational results indicate that co‐teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co‐taught and non‐co‐taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co‐teachers reported that co‐teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co‐teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co‐teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed.  相似文献   

3.
This study investigated the effectiveness of combining simultaneous prompting (SP) and constant time delay (CTD) (hereafter SP–CTD instructional sequence) in teaching early academic skills to five students with intellectual disabilities (ID). A multiple-probe design was used to examine the functional relationship between the SP and CTD instructional sequence and the acquisition of letter–sound correspondences and number recognition. The results showed the effectiveness of the procedure, as all students acquired their target skills in 7–12 sessions, with an average error rate of 8%. Maintenance effects were assessed at 2, 6, and 10 weeks after the intervention to measure participants’ retention of these acquired skills. Three students preserved their skills with 100% accuracy, while two students did so with more than 90% accuracy. The data indicate that instruction consisting of probe trials, 0-s trials, and 5-s trials leads to improvements in early academic skills among students with ID.  相似文献   

4.
The current study investigated the efficacy of a self-managed activity schedule to teach 2 participants how to effectively order food items from a local community bakery. 2 participants who were on the autism spectrum were taught to follow a task analysis that was displayed on an iPhone. We used a multiple baseline design across participants to evaluate the effectiveness of the teaching procedure. Results showed that the participants were able to order items, and this skill generalized to a novel bakery. The task analysis and iPhone were immediately withdrawn at a 2 to 5 week follow-up, and both participants were still able to effectively perform the steps of the task analysis without the use of prompts.  相似文献   

5.
Problem solving is an important yet neglected mathematical skill for students with autism spectrum disorder and intellectual disability (ASD/ID). In addition, the terminology and vocabulary used in mathematical tasks may be unfamiliar to students with ASD/ID. The current study evaluated the effects of modified schema-based instruction (SBI) on the algebra problem solving skills of three middle school students with ASD/ID. Mathematics vocabulary terms were taught using constant time delay. Participants were then taught how to use an iPad that displayed a task analysis with embedded prompts to complete each step of solving the word problems. This study also examined participant’s ability to generalize skills when supports were faded. Results of the multiple probe across participants design showed a functional relation between modified SBI and mathematical problem solving as well as constant time delay and acquisition of mathematics vocabulary terms. Implications for practice and future research are discussed.  相似文献   

6.
The current study evaluated the effectiveness of individualized math‐to‐mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary‐aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific components that led to math skills gains in the most efficient manner possible. BEA results indicated that for two of three participants only a partial MTM intervention was necessary to prompt fluency gains, while the entire intervention was the most effective for the third. During extended analysis all three participants displayed math skills gains above those seen during repeated baseline assessments. Results are discussed in terms of further refining MTM through BEA procedures so as to individually target math skill deficits by considering both intervention effectiveness and efficiency.  相似文献   

7.
Apparent differences in executive function can lead to challenges for students on the autism spectrum in mainstream settings. Difficulties with staying on‐task and transitioning between tasks and task elements can interfere with students’ participation in educational activities and lead to stress and anxiety. While the use of visual supports, such as visual schedules and work systems, has been shown to be effective in supporting students to stay on‐task in special education and autism‐specific settings, there is little research to support the use of these strategies by teachers in mainstream classrooms. This study evaluated the use of visual schedules and work systems in supporting four students on the autism spectrum to stay on‐task and work independently in a mainstream setting. These strategies were implemented by teachers as inclusive practices, and evaluated using observations within the natural classroom environment to examine their feasibility in mainstream settings. All participants demonstrated improvements in on‐task behaviours. Results for other, secondary, dependent variables were mixed, with some students showing reduced off‐task behaviours and increased productivity. The implications for clinical practice and future research directions are discussed.  相似文献   

8.
Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article describes an experimental study aimed at investigating the feasibility of a whole‐class approach to increase the understanding and use of curriculum vocabulary in adolescents with language disorder. Ten curriculum words were taught by the science teacher using a phonological‐semantic approach, and 10 matched same‐topic words were taught using routine teaching practice. Progress was made post‐intervention in word knowledge of both low‐frequency experimental and control words, with significantly greater change in knowledge of the experimental words. Most students, and the teacher, viewed the phonological‐semantic word‐learning approach favourably.  相似文献   

9.
In this single‐subject study, we evaluated the effects of an intervention using a modified version of the Self‐Regulated Strategy Development (SRSD) approach on the story composition skills and the use of mental state language in three writers with autism spectrum conditions (ASC). Interestingly, the intervention was not found to be effective in increasing the number of words, sentences and advanced words for all participants, while only two participants used more story elements and improved the holistic quality of their compositions. Nevertheless, all participants used more mental state terms, spent more time for story planning, transferred their new skills to different writing tasks and maintained them 4 weeks post‐intervention. These findings demonstrate the effectiveness of the extended version of the SRSD approach on the use of mental state language in the writings of children with ASC.  相似文献   

10.
This study was conducted to increase peer‐to‐peer social skills using direct instruction of two elementary students diagnosed with autism. Two participants and a peer were trained to initiate, share and respond to each other and to the peer. A multiple‐baseline design across participants was used to determine the effects of the direct instruction strategy. Results indicated increased social initiations in both participants and sharing behaviours in one of the participants, but no increases in responses in both participants. Implications for practitioners and for future researchers are discussed.  相似文献   

11.
This paper evaluates three word‐level teaching programmes delivered by trained Learning Support Assistants (LSAs) for Year 1 children ‘at risk’ of reading difficulties. Rime‐based, phoneme‐based, and ‘mixed’ (rime and phoneme‐based) interventions were contrasted with controls receiving only the National Literacy Strategy. Phonological onset‐rime and phoneme manipulation, spelling, and word and non‐word reading were measured before and after the nine‐week intervention. High rime neighbourhood (HRn) non‐words (e.g. ‘dat’– with many real word rime neighbours) and low rime neighbourhood (LRn) non‐words (e.g. ‘tav’ with few real word neighbours) were used to evaluate onset‐rime‐ or grapheme‐phoneme‐based decoding strategies. Results showed greater phonological onset‐rime skills, letter‐sound knowledge and non‐word reading skills in all LSA‐taught intervention groups. There was no difference between the HRn and LRn non‐words. The only reliable difference between the intervention groups was an advantage in phoneme blending for the rime‐taught group. It was concluded that LSAs can enhance literacy development for 6‐year‐old poor readers. There appears to be no simple association between rime‐ or phoneme‐based teaching intervention and changes in the size of unit used by children following interventions.  相似文献   

12.
The effects of a parent‐implemented naturalistic intervention on the communication skills of a 4‐year‐old boy with autism using an alternative and augmentative communication (AAC) system were investigated. The child’s mother was taught to use 4 naturalistic teaching strategies that incorporated a picture communication system during 2 typical home routines. Generalisation probes to assess the caregiver’s use of the intervention techniques and generalisation of the child’s communication outcomes were conducted in 2 similar interactions. A multiple baseline design was used to evaluate the effects of the intervention. Data indicated an increase in the use of 2 caregiver–teaching strategies across two routines following treatment. No consistent changes were observed in the use of the other caregiver strategies across the routines. An increase in the child’s frequency of initiations and responses and the use of the communication system also were observed.  相似文献   

13.
Student understanding of content can be dependent on the pedagogies that co‐teachers plan and implement, regardless of which co‐teaching model they use. However, when co‐teachers vary instruction using different co‐teaching models, secondary students with and without disabilities have more opportunities to take advantage of having two teachers and more opportunities to be taught using evidence‐based practices. In this article, ‘PEDAGOGY’ is used as an acronym to describe ways in which co‐teachers can design and deliver instruction using various co‐teaching models in multiple content areas at the secondary level.  相似文献   

14.
A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a legitimate controversy, the view should be taught “nondirectively,” with the teacher remaining neutral. In response, Bryan Warnick and Spencer Smith argue that the proponents of the epistemic criterion fail to recognize the multidimensional nature of what it means to learn to be rational. Recognizing this complexity undermines the link between the epistemic status of the controversy and directiveness of one's teaching, suggesting more flexibility in how teachers approach controversial issues. It also implies the need for a new category of teaching, which Warnick and Smith call “soft‐directive” teaching.  相似文献   

15.
Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student‐as‐teacher (SAT) programs that provide near‐peer teaching opportunities to senior medical students. Near‐peer teaching is widely regarded as an effective teaching modality; however, whether near‐peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy‐based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web‐based survey was sent to all teaching assistants in the anatomy‐based SAT program over the past five years (2007–2011). Survey questions were constructed based on previously published competencies in seven teaching domains – course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy‐based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Anat Sci Educ 6: 385–392. © 2013 American Association of Anatomists.  相似文献   

16.
This study aimed to explore school psychologists’ use of evidence‐based practices (EBP), specifically in the area of social skills training, for students with an autism spectrum disorder (ASD). Participants were 220 school psychologists practicing in public school settings who provided social skills training to students with ASD. Participants were recruited through e‐mail solicitations and completed surveys administered on‐line. Results indicated that 47% of the participants reported that their graduate program did not provide courses including content addressing social skills training for students with ASD, and 58% did not receive training on the topic during their internship. The most and least frequently endorsed EBP reported were the provision of clear and measurable treatment objectives and regular communication with parents, respectively. Greater use of EBP was reported when school districts perceived implementing EBP as important. Implications of findings for training programs of school psychologists, school districts, and individual school psychologists are discussed, as well as implications for future research.  相似文献   

17.
Due to apartheid policies, Black African learners in South Africa have been severely disadvantaged in school science. Despite policy changes to redress these historical imbalances, Black African learners continue to underperform in science. Previous research has identified motivation as a key factor that impacts performance. Achievement goal orientation is a construct of motivation that explains learning behaviour. In an attempt to address the problem of learner motivation, this study investigated the effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at historically disadvantaged township schools in South Africa. In South Africa, the term “township” usually refers to under‐developed urban areas that were historically created for “non‐whites” during the apartheid era. The findings showed that the experiment group of learners who experienced inquiry‐based learning significantly gained in mastery goal orientation, while the control that were taught through a traditional direct didactic approach had an insignificant change in their mastery goal orientation. From these results, it can be concluded that inquiry‐based learning does support a mastery goal orientation in learners. This orientation is regarded as desirable because mastery approach goals could support positive outcomes in conceptual learning, leading to an improvement in science achievement of learners.  相似文献   

18.
Near‐peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student‐based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial‐and‐error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near‐peer facilitators for an inquiry‐based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near‐peer facilitators in the acquisition of facilitation skills before entering into a process of trial‐and‐error within the classroom. Anat Sci Educ. 7: 64–70. © 2013 American Association of Anatomists.  相似文献   

19.
The Mastery Learning Program was initiated in the City Colleges of Chicago to improve student achievement levels and reduce course attrition rates. During the first year, 37 instructors implemented these new instructional techniques in introductory courses in nine subject areas. Data were gathered from 77 classes involving 2,249 students. Results indicate that in most of the subject areas, students in mastery classes scored higher on final examinations, attained higher course grades, and were less likely to withdraw than students taught by more traditional methods.  相似文献   

20.
Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high‐functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom‐based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child's discourse comprehension under scaffolding and modelling from the teacher. In the pre‐testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post‐intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study.  相似文献   

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