Koegel Autism Center, Graduate School of Education, University of California, Santa Barbara, Santa Barbara, CA, 93106-9490, USA,
J Autism Dev Disord. 2014 Sep;44(9):2197-208. doi: 10.1007/s10803-014-2094-x.
An important line of research relates to whether school personnel, such as paraprofessionals, who are present during unstructured social periods, such as lunch-recess, could successfully implement interventions to improve socialization between students with ASD and their typical peers in a group setting. Therefore, within the context of a multiple baseline across participants design, we assessed whether training paraprofessionals to provide social interventions would enhance social development in students with ASD in a group setting. Results showed that paraprofessionals who were not providing any social opportunities during baseline were able to meet fidelity of implementation following a brief training. Consequently, the children with ASD increased their levels of engagement and rates of initiation with typically developing peers following intervention. Implications for training paraprofessionals to implement effective social interventions for students with ASD are discussed.
一项重要的研究方向涉及到，在非结构化的社交时段（如午餐休息时间）在场的学校人员（如助教），是否能够成功地实施干预措施，以改善自闭症谱系障碍学生与典型同伴在小组环境中的社交能力。因此，在参与者跨时间线的多项研究设计中，我们评估了培训助教提供社交干预措施是否会增强自闭症谱系障碍学生在小组环境中的社交发展。结果表明，在基线阶段没有提供任何社交机会的助教，在接受简短培训后，能够达到实施的保真度。因此，自闭症谱系障碍儿童在干预后增加了与典型发展同伴的参与度和发起率。讨论了培训助教为自闭症谱系障碍学生实施有效社交干预措施的意义。
