Economical Approaches to Increasing Communication Instruction for Students With Autism Spectrum Disorder

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2024-03-11 DOI:10.1177/10534512241235125

Monique Pinczynski, Robert Pennington

引用次数: 0

Abstract

Efforts to implement high-quality communication instruction for students with autism spectrum disorder (ASD) and complex communication needs (CCN) may be difficult for some educators with limited time and resources. In this article, we offer guidance on implementing several economic strategies that can be easily embedded into existing classroom routines to improve student communication outcomes. These strategies include (a) facilitating observational learning, (b) using instructive feedback, (c) embedding communication instruction throughout the school day, and (d) programming for generalization.

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为自闭症谱系障碍学生增加交流教学的经济方法

对于一些时间和资源有限的教育工作者来说，努力为患有自闭症谱系障碍（ASD）和复杂沟通需求（CCN）的学生实施高质量的沟通教学可能会很困难。在本文中，我们将就如何实施几种经济策略提供指导，这些策略可以很容易地嵌入到现有的课堂常规中，以提高学生的沟通效果。这些策略包括：(a) 促进观察学习；(b) 使用指导性反馈；(c) 将沟通教学贯穿于整个学时；(d) 制定方案以实现通用化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.