Kodak Tiffany, Cariveau Tom, LeBlanc Brittany A, Mahon Jacob J, Carroll Regina A
1 University of Wisconsin-Milwaukee, WI, USA.
2 University of Oregon, Eugene, OR, USA.
Behav Modif. 2018 Jan;42(1):58-83. doi: 10.1177/0145445517692081. Epub 2017 Mar 1.
The present investigation examined special education teachers' selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers' classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.
本研究调查了特殊教育教师在课堂上对自闭症谱系障碍（ASD）儿童进行接受性识别训练时教学策略的选择和使用情况。教师首先回答了一项调查问卷，其中他们提供了在课堂上教授的接受性识别任务的示例，对教学策略的有效性进行了评分，描述了他们如何确定技能是否掌握，列出了在接受性识别训练之前为识别相关先决技能而进行的任何评估，描述了他们如何选择在课堂上使用的教学策略，并列出了他们作为教师以及与ASD儿童一起工作的年限。随后，在部分教师的课堂上对基于试验的教学过程中教学策略的实施情况进行了观察。观察结果表明，参与者并未如文献中所述始终如一地实施基于试验的教学的各个组成部分，并且根据教学过程中所针对技能的类型，实施情况存在差异。
