Frampton Sarah E, Shillingsburg M Alice, Simeone Paul J
May Institute, Inc., Pacella Park Drive, Randolph, MA 02368 USA.
Behav Anal Pract. 2020 Feb 11;13(3):648-658. doi: 10.1007/s40617-020-00412-3. eCollection 2020 Sep.
Direct instruction (DI) is an evidence-based approach to education that has been shown to be effective across a wide variety of student populations. Growing evidence suggests that DI may be an efficacious strategy for individuals with autism spectrum disorder (ASD). The current study aimed to evaluate the feasibility of using DI with students with ASD who utilize speech-generating devices (SGDs); 3 students with ASD whose primary mode of communication was an SGD were exposed to the Language for Learning Curriculum, Lessons 1-10. Student performance on pre- and posttests was measured, as well as student performance on exercises within each lesson. The average time to complete an exercise, number of repetitions, number of terminated sessions, and student affect were also evaluated. Results indicated that all 3 students could participate and complete exercises with some modifications to support SGD use. The students demonstrated improved performance, positive affect, and overall timely completion of exercises. Taken together, these findings suggest that DI may be feasible for some students with ASD who utilize SGDs.
直接教学法（DI）是一种基于证据的教育方法，已被证明在各种学生群体中都有效。越来越多的证据表明，直接教学法可能是自闭症谱系障碍（ASD）患者的一种有效策略。当前的研究旨在评估对使用语音生成设备（SGD）的自闭症谱系障碍学生采用直接教学法的可行性；3名主要交流方式为语音生成设备的自闭症谱系障碍学生接受了《学习语言课程》第1 - 10课的教学。测量了学生在课前和课后测试中的表现，以及每节课内练习的表现。还评估了完成一项练习的平均时间、重复次数、终止课程的次数以及学生的情绪。结果表明，所有3名学生都能够参与并完成练习，只需进行一些调整以支持语音生成设备的使用。学生们表现出了成绩提高、情绪积极以及练习总体按时完成的情况。综上所述，这些发现表明直接教学法对于一些使用语音生成设备的自闭症谱系障碍学生可能是可行的。
