Vidovic Joel L, Cornell Mary C, Frampton Sarah E, Shillingsburg M Alice
Autism Model School, Toledo, OH 43613 USA.
The May Institute, Inc., Randolph, MA USA.
Behav Anal Pract. 2021 Jul 14;14(3):839-855. doi: 10.1007/s40617-021-00616-1. eCollection 2021 Sep.
This article tells the story of how a public charter school serving students with autism spectrum disorder (ASD) adopted Direct Instruction (DI) as their primary form of instruction. The journey from recognizing the need for evidence-based curriculum focused on academic skills to integrating DI on a daily basis was outlined using a common implementation framework. We measured results of the implementation process on student outcomes using reading scores obtained from the Kaufman Test of Educational Achievement (KTEA-II Brief). Results for 67 students who participated in a DI reading program for at least 2 years suggest that the implementation of DI led to significantly improved reading scores; with some students demonstrating greatly accelerated rates of learning for their age. Our study suggests that the road to adoption of DI may be long, but the results are powerful for the individuals served. We offer our steps to implementation as a guide and resource to educators and behavior analysts eager to utilize DI in their settings.
本文讲述了一所为自闭症谱系障碍（ASD）学生服务的公立特许学校如何采用直接教学法（DI）作为其主要教学形式的故事。从认识到对专注于学术技能的循证课程的需求，到每天融入直接教学法的历程，是使用一个通用的实施框架来概述的。我们使用从考夫曼教育成就测验（KTEA-II简版）获得的阅读分数来衡量实施过程对学生成绩的影响。67名参加直接教学法阅读项目至少两年的学生的结果表明，直接教学法的实施导致阅读分数显著提高；一些学生展示出与其年龄相比大大加速的学习速度。我们的研究表明，采用直接教学法的道路可能漫长，但对所服务的个体来说结果是显著的。我们提供实施步骤，作为渴望在其环境中使用直接教学法的教育工作者和行为分析师的指南和资源。
