以自闭症观点为中心:自闭症儿童的目标、学习环境和程序的社会可接受性。

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Kate T Chazin, Jennifer R Ledford, Jane M Wilson-Moses, Adithyan Rajaraman, A Pablo Juárez
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引用次数: 0

摘要

尽管在自闭症儿童的教育决策中以自闭症儿童的观点为中心非常重要,但很少有研究直接评估自闭症儿童对幼儿教育实践的社会可接受性的观点。我们开展了一项在线调查,以征集自闭症成人对当前通常针对自闭症儿童采用的一系列综合教育实践的看法。我们还将调查范围扩大到照顾者和幼儿教育从业者,以确定股东群体之间的共同点和差异。我们进行了一项描述性调查研究,以评估社会对自闭症幼儿通常采用的目标、学习环境和程序的接受程度。我们收到了 660 人的回复,其中 226 人被认定为自闭症患者。对于李克特量表和排名项目,我们按股东群体报告了每个项目的评分和排名中位数。对于开放式问题,我们进行了开放式和轴向编码,以确定股东组内和股东组间的一致主题。受访者表示:(a) 促进自我决定的目标的可接受性高,而促进掩蔽的目标的社会有效性低;(b) 前因干预的可接受性高,而某些形式的灭绝的社会有效性低;(c) 适当的学习环境高度依赖于具体情况,因个人需求而异;以及 (d) 儿童是教育决策中最重要的股东。针对调查结果,我们向从业人员提出了建议,包括:(a)在选择目标时尊重自闭症文化和特征;(b)在选择程序时考虑社会、情感和心理需求;以及(c)根据儿童的观点和独特需求,个性化目标、学习环境和程序。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children.

Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children.

Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child's perspectives and unique needs.

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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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