改善自闭症谱系障碍学生的行为和学业成绩：测试基于应用程序的自我监测干预

IF 1.7 4区教育学 Q2 EDUCATION, SPECIAL

Education and Treatment of Children Pub Date : 2019-04-11 DOI:10.1353/ETC.2019.0011

Alexandra Beckman, Benjamin A. Mason, Howard P. Wills, Linda Garrison-Kane, Jonathan M. Huffman

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引用次数: 19

摘要

摘要：自我监控（SM）是一种针对自闭症谱系障碍学生的行为干预措施，有着悠久的成功实施历史。尽管开发了复杂的软件应用程序，但它们很少被纳入SM干预的数据收集程序中。目前的研究评估了SM的应用、目标设定和强化，以改善两名ASD学生的任务行为和学业成绩。在两名学生中复制的单一主题ABAB戒断设计证明了SM应用程序的实施与两名学生从基线（46%和14%）到干预（分别为96%和91%）阶段的任务行为之间的功能关系。一名学生在数学故事问题上的准确率从基线（22.7%）到干预（68.6%）有所提高，而第二名学生在写作量规总分的百分比从基线（21.4%）到介入（61.6%）有所改善。提出了未来研究的局限性和意义。

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Improving Behavioral and Academic Outcomes for Students with Autism Spectrum Disorder: Testing an App-based Self-monitoring Intervention

Abstract:Self-monitoring (SM) is a behavioral intervention with a long history of successful implementation for students with autism spectrum disorder. Despite the development of sophisticated software applications, they are rarely incorporated into data collection procedures for SM interventions. The current study evaluated an SM application, goal setting, and reinforcement to improve on-task behavior and academic outcomes of two students with ASD. A single-subject ABAB withdrawal design, replicated across both students, demonstrated a functional relation between implementation of the SM application and on-task behavior from baseline (46% and 14%) to intervention (96% and 91%, respectively) phases for both students. One student's percent accuracy on math story problems improved from baseline (22.7%) to intervention (68.6%), while the second student showed improvement from baseline (21.4%) to intervention (61.6%) in the percentage of total points on a writing rubric. Limitations and implications for future research are offered.

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来源期刊

Education and Treatment of Children Multiple-

CiteScore

1.70

自引率

10.00%

发文量

期刊介绍： Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.