Boston College--Teacher Education, Special Education, Curriculum & Instruction, Chestnut Hill, Massachusetts 01721-3813, USA.
Augment Altern Commun. 2011 Sep;27(3):172-82. doi: 10.3109/07434618.2011.610354.
Twenty-nine special education teachers (n=21) and speech-language pathologists (n=8) were interviewed about a tangible symbols intervention conducted with 51 children (3-21 years) with multiple disabilities and visual impairment. The intervention, which took place over a 7-month period, addressed the use of tangible symbols in the context of a structured protocol for implementing the daily schedule. These educators reported that students learned the meaning of symbols, exhibited improved behavior, and learned part or all of the daily routine, among other benefits. Supports and barriers to student learning (later coded as student characteristics or intervention characteristics) were discussed. Interviewees suggested improvements to the intervention and for generalization to the home setting, including labeling in the family's first language.
29 名特殊教育教师（n=21）和言语病理学家（n=8）接受了采访，内容是关于对 51 名多重残疾和视力障碍儿童（3-21 岁）进行的有形符号干预。该干预措施历时 7 个月，在实施日常时间表的结构化协议的背景下，涉及有形符号的使用。这些教育工作者报告说，学生们学习了符号的含义，表现出行为改善，并学习了日常生活的一部分或全部，以及其他好处。讨论了支持和阻碍学生学习的因素（后来被编码为学生特征或干预特征）。受访者建议对干预措施进行改进，并推广到家庭环境，包括使用家庭的第一语言进行标签。
