Borders Christina M, Bock Stacey Jones, Szymanski Christen
Illinois State University and
Illinois State University and.
J Deaf Stud Deaf Educ. 2015 Jan;20(1):91-100. doi: 10.1093/deafed/enu033. Epub 2014 Oct 14.
Students who have a hearing loss and a comorbid diagnosis of an autism spectrum disorder (ASD) have multiple obstacles to overcome. Using Gallaudet Research Institute data, Szymanski, Brice, Lam, and Hotto calculated 1 deaf student in 59 received services for both a hearing loss and an ASD (Szymanski, Brice, Lam, & Hotto, 2012). Teachers of the deaf (TOD) in a Midwestern state completed a survey (N = 68) to indicate familiarity with evidence-based practices (EBP) from the field of ASD in order to confirm or reject the hypothesis that they would not report familiarity with these practices. Further analyses explored use and perceived effectiveness of EBP for those TOD who had familiarity with the instructional practices. Results of the study indicated that there was wide variance in TOD familiarity, use, and perceived effectiveness of the EBP.
患有听力损失且合并自闭症谱系障碍（ASD）诊断的学生有多个障碍需要克服。利用加劳德特研究所的数据，西曼斯基、布赖斯、林和霍托计算得出，每59名失聪学生中有1名同时接受了听力损失和ASD的服务（西曼斯基、布赖斯、林和霍托，2012年）。中西部一个州的聋人教师（TOD）完成了一项调查（N = 68），以表明他们对ASD领域循证实践（EBP）的熟悉程度，从而证实或反驳他们不会报告熟悉这些实践的假设。进一步的分析探讨了那些熟悉教学实践的TOD对EBP的使用情况和感知效果。研究结果表明，TOD对EBP的熟悉程度、使用情况和感知效果存在很大差异。
