Ledford Jennifer R, Wehby Joseph H
Department of Special Education, Peabody College, Vanderbilt University, Box 228, Nashville, TN, 37203, USA,
J Autism Dev Disord. 2015 Jun;45(6):1624-35. doi: 10.1007/s10803-014-2317-1.
Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD.
患有自闭症谱系障碍（ASD）的学生通常接受个别化教学安排，即使他们在融合环境中接受教育服务。在小组安排中提供干预可能会增加社交互动的机会，特别是当这些机会经过系统规划时。在本研究中，学术教学在由一名患有ASD的学生和社交能力良好但有学业失败风险的同龄人组成的小组中进行。所有学生在教学过程中都学习了目标学术行为，并增加了目标社交行为的使用。社交行为向结构较少的环境中的泛化情况各不相同。结果表明，小组教学对于患有ASD的学生可能是一种可行且更可取的个别教学替代方案。
