{"title":"比较低剂量ABA治疗对儿童治疗收益和入学准备","authors":"Zhihui Yi, Jennifer Koenig, Mark R. Dixon","doi":"10.1007/s41252-022-00296-0","DOIUrl":null,"url":null,"abstract":"<div><h3>Objectives</h3><p>The current study analyzed the data from a 1-year pragmatic clinical trial on the effectiveness of a naturalistic implementation of the PEAK Relational Training System in a public school setting.</p><h3>Methods</h3><p>We accessed student records from two classrooms at the same grade level within one public school. Students’ assignments in these two classrooms were based on the severity of their diagnosis. Students in both classrooms received conventional special education services and applied behavior analysis intervention based on the PEAK Relational Training System. Post hoc analyses were conducted after one school year to compare students’ behavior skill levels, school readiness skills, and their relationship with their daily dosage of ABA intervention.</p><h3>Results</h3><p>Post hoc analyses indicated a significant difference in students’ behavior skill level and school readiness skills at the beginning of the school year. Significant differences were also found in the amount of PEAK interventions delivered to each classroom. At the end of the school year, all students demonstrated improvements on the PEAK pre-assessment (<i>p</i> < .001) and the Bracken School Readiness Assessment (BSRA; <i>p</i> < .001). A secondary analysis examined variables that predicted students’ progress and showed that their daily ABA dosage (<i>R</i><sup>2</sup> = .278) was a significant predictor of their BSRA improvement.</p><h3>Conclusions</h3><p>The current study added to a growing body of research demonstrating the utility and feasibility of implementing PEAK-based interventions in special education settings. Behavior interventions along with special education practices produced significant outcomes on students’ overall skill level and school readiness. Implications of applying a low dosage of ABA intervention are discussed.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Comparing Low Dosages of ABA Treatment on Children’s Treatment Gains and School Readiness\",\"authors\":\"Zhihui Yi, Jennifer Koenig, Mark R. Dixon\",\"doi\":\"10.1007/s41252-022-00296-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objectives</h3><p>The current study analyzed the data from a 1-year pragmatic clinical trial on the effectiveness of a naturalistic implementation of the PEAK Relational Training System in a public school setting.</p><h3>Methods</h3><p>We accessed student records from two classrooms at the same grade level within one public school. Students’ assignments in these two classrooms were based on the severity of their diagnosis. Students in both classrooms received conventional special education services and applied behavior analysis intervention based on the PEAK Relational Training System. Post hoc analyses were conducted after one school year to compare students’ behavior skill levels, school readiness skills, and their relationship with their daily dosage of ABA intervention.</p><h3>Results</h3><p>Post hoc analyses indicated a significant difference in students’ behavior skill level and school readiness skills at the beginning of the school year. Significant differences were also found in the amount of PEAK interventions delivered to each classroom. At the end of the school year, all students demonstrated improvements on the PEAK pre-assessment (<i>p</i> < .001) and the Bracken School Readiness Assessment (BSRA; <i>p</i> < .001). A secondary analysis examined variables that predicted students’ progress and showed that their daily ABA dosage (<i>R</i><sup>2</sup> = .278) was a significant predictor of their BSRA improvement.</p><h3>Conclusions</h3><p>The current study added to a growing body of research demonstrating the utility and feasibility of implementing PEAK-based interventions in special education settings. Behavior interventions along with special education practices produced significant outcomes on students’ overall skill level and school readiness. Implications of applying a low dosage of ABA intervention are discussed.</p></div>\",\"PeriodicalId\":36163,\"journal\":{\"name\":\"Advances in Neurodevelopmental Disorders\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2022-11-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Neurodevelopmental Disorders\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s41252-022-00296-0\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Neurodevelopmental Disorders","FirstCategoryId":"1085","ListUrlMain":"https://link.springer.com/article/10.1007/s41252-022-00296-0","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Comparing Low Dosages of ABA Treatment on Children’s Treatment Gains and School Readiness
Objectives
The current study analyzed the data from a 1-year pragmatic clinical trial on the effectiveness of a naturalistic implementation of the PEAK Relational Training System in a public school setting.
Methods
We accessed student records from two classrooms at the same grade level within one public school. Students’ assignments in these two classrooms were based on the severity of their diagnosis. Students in both classrooms received conventional special education services and applied behavior analysis intervention based on the PEAK Relational Training System. Post hoc analyses were conducted after one school year to compare students’ behavior skill levels, school readiness skills, and their relationship with their daily dosage of ABA intervention.
Results
Post hoc analyses indicated a significant difference in students’ behavior skill level and school readiness skills at the beginning of the school year. Significant differences were also found in the amount of PEAK interventions delivered to each classroom. At the end of the school year, all students demonstrated improvements on the PEAK pre-assessment (p < .001) and the Bracken School Readiness Assessment (BSRA; p < .001). A secondary analysis examined variables that predicted students’ progress and showed that their daily ABA dosage (R2 = .278) was a significant predictor of their BSRA improvement.
Conclusions
The current study added to a growing body of research demonstrating the utility and feasibility of implementing PEAK-based interventions in special education settings. Behavior interventions along with special education practices produced significant outcomes on students’ overall skill level and school readiness. Implications of applying a low dosage of ABA intervention are discussed.
期刊介绍:
Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.