Obrusnikova Iva, Dillon Suzanna R
Department of Behavioral Health and Nutrition at the University of Delaware in Newark, USA.
Adapt Phys Activ Q. 2011 Apr;28(2):113-31. doi: 10.1123/apaq.28.2.113.
As the first step of an instrument development, teaching challenges that occur when students with autism spectrum disorders are educated in general physical education were elicited using Goldfried and D'Zurilla's (1969) behavioral-analytic model. Data were collected from a convenience sample of 43 certified physical educators (29 women and 14 men) using a demographic questionnaire and an elicitation questionnaire. Participants listed 225 teaching challenges, 46% related to cooperative, 31% to competitive, and 24% to individualistic learning situations. Teaching challenges were categorized into nine themes: inattentive and hyperactive behaviors, social impairment, emotional regulation difficulties, difficulties understanding and performing tasks, narrow focus and inflexible adherence to routines and structure, isolation by classmates, negative effects on classmates' learning, and need for support.
作为仪器开发的第一步，使用戈德弗里德和朱里拉（1969年）的行为分析模型，引出了在普通体育教育中对自闭症谱系障碍学生进行教育时出现的教学挑战。通过人口统计问卷和启发式问卷，从43名认证体育教育工作者（29名女性和14名男性）的便利样本中收集数据。参与者列出了225个教学挑战，其中46%与合作学习情境有关，31%与竞争学习情境有关，24%与个人主义学习情境有关。教学挑战被分为九个主题：注意力不集中和多动行为、社交障碍、情绪调节困难、理解和执行任务困难、注意力狭窄和对常规与结构的僵化坚持、被同学孤立、对同学学习的负面影响以及对支持的需求。
