D. Onwumere, Yamaris M. Cruz, L. Harris, Katherine A. Malfucci, S. Seidman, Cynthia Boone, Kristie Patten
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引用次数: 7
摘要
越来越多的自闭症学生进入学校系统,其中许多人有能力完成年级水平的工作。对于这些学生来说,似乎缺乏对执行功能、自我调节、日常生活技能(DLS)和自决的关注。独立课程(IC)是一套单元,解决确定的挑战领域,并支持自闭症学生。本研究旨在探讨IC干预对自闭症中学生自闭症谱系(ASD)的有效性。在一个包容性的公立学校项目中,13名被诊断为ASD的5年级参与者(n = 13)的方便样本使用中学检查表进行筛选,以确定是否有资格在中学每周使用一次IC。结果测量包括AIR自我决定量表(AIR- s)、目标实现量表(GAS)和Vineland适应行为量表- ii (VABS-2)-日常生活技能领域。本研究的结果表明,学生报告的自我决定在AIR-S和70%的目标达成在执行功能和自我调节显著改善。本课程可以有效地提高中学自闭症学生的功能独立性,同时促进他们的自我决定。
The Impact of an Independence Curriculum on Self-Determination and Function in Middle School Autistic Students
ABSTRACT A growing number of autistic students enter the school system, many with the capabilities of doing grade-level work. For these students, there seems to be a lack of focus on executive functioning, self-regulation, daily living skills (DLS), and self-determination. The Independence Curriculum (IC) is a set of units addressing identified areas of challenges and supports autistic students. The study aimed to examine the effectiveness of the IC intervention with autistic middle school students on the autism spectrum (ASD). A convenience sample of thirteen 5th-grade participants diagnosed with ASD (n = 13) in an inclusive public school program was screened using a Middle School Checklist for eligibility for the IC to be used in middle school one time a week. Outcomes measures included the AIR Self-Determination Scale (AIR-S), Goal Attainment Scaling (GAS), and the Vineland Adaptive Behavior Scales-II (VABS-2)-Daily Living Skills Domain. The results of this study demonstrate a significant improvement in student reported self-determination on the AIR-S and 70% goal attainment in executive functioning and self-regulation. The IC can be an effective curriculum for increasing functional independence while facilitating self-determination in middle school autistic students.