探究嵌入式学习机会对自闭症和智障儿童参与的影响

IF 2.1 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities Pub Date : 2025-06-05 DOI:10.1111/jar.70073

Salih Rakap, Serife Balikci

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引用次数: 0

摘要

参与对于促进残疾幼儿，包括自闭症谱系障碍（ASD）和智力残疾（ID）儿童的学习和发展至关重要。方法本研究采用非并发多基线跨参与者设计，研究嵌入式学习机会（ELOs）对4名诊断为ASD和ID的学龄前儿童的投入和学习的影响。结果显示，在老师引入elo后，每个孩子的参与度都持续增加，孩子们将这种参与度推广到其他环境中，并在随访期间保持高参与度。此外，增强的参与度与目标行为的独立表现的改善有关。来自教师的社会效度数据进一步支持了干预的有效性。这些发现强调了ELOs是一种有希望的个性化方法，可以提高ASD和ID双重诊断的学龄前儿童的参与度和学习效果。

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Investigating the Impact of Embedded Learning Opportunities on the Engagement of Children With Autism and Intellectual Disability

Background

Engagement is essential for fostering learning and development in young children with disabilities, including those with autism spectrum disorder (ASD) and intellectual disability (ID).

Methods

This study used a non-concurrent multiple-baseline across participants design to examine the effects of embedded learning opportunities (ELOs) on engagement and learning in four preschool-aged children diagnosed with ASD and ID.

Results

Results showed a consistent increase in engagement for each child following the introduction of ELOs by teachers, with children generalising this engagement to other settings and sustaining high engagement levels during follow-up. Additionally, enhanced engagement was linked with improvements in independent performance of target behaviours. Social validity data from teachers further supported the intervention's effectiveness.

Conclusions

These findings highlight ELOs as a promising and individualised approach to enhancing engagement and learning outcomes for preschool children with dual diagnoses of ASD and ID.

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来源期刊

Journal of Applied Research in Intellectual Disabilities Multiple-

CiteScore

4.70

自引率

12.50%

发文量

期刊介绍： JARID is an international, peer-reviewed journal which draws together findings derived from original applied research in intellectual disabilities. The journal is an important forum for the dissemination of ideas to promote valued lifestyles for people with intellectual disabilities. It reports on research from the UK and overseas by authors from all relevant professional disciplines. It is aimed at an international, multi-disciplinary readership. Topics covered include community living, quality of life, challenging behaviour, communication, sexuality, medication, ageing, supported employment, family issues, mental health, physical health, autism, economic issues, social networks, staff stress, staff training, epidemiology and service provision.