Department of Special Education, University of Illinois, Champaign, IL 61820, USA.
Department of Special & Early Childhood Education, University of Wisconsin-Oshkosh, Oshkosh, WI 54901, USA.
Int J Environ Res Public Health. 2023 Jan 17;20(3):1685. doi: 10.3390/ijerph20031685.
The extent to which people maintain new skills and generalize those skills to new contexts without support are two aspects of intervention research that can be difficult to examine, especially over a sustained period of time and across a variety of contexts. In past research, we have explored teaching parents and caregivers to implement evidence-based communication strategies with their young children with autism who are minimally verbal. When a former research participant contacted us with a request to participate in our project again, four years later and with a different son, we used this as an opportunity to ask questions about her maintenance of the skills in using the targeted strategies, and her generalization of those skills to a different child. Using the data collected with her older son, Ali, and new data collected four years later with her younger son, Rami, we present a case study of this mother. We discuss the implications of the findings on interpreting the efficacy of the telepractice intervention's programming for generalization, identifying opportunities for refining the intervention, and insights useful for other intervention research.
人们在没有支持的情况下保持新技能并将这些技能推广到新环境的程度是干预研究的两个方面，这两个方面很难进行检查，尤其是在持续一段时间和跨越多种环境的情况下。在过去的研究中，我们探索了教授父母和照顾者如何与他们的患有自闭症且几乎无法说话的幼儿实施基于证据的沟通策略。当一位前研究参与者联系我们，要求再次参加我们的项目时，时隔四年，她带着不同的儿子，我们利用这个机会询问她在使用目标策略方面的技能保持情况，以及她将这些技能推广到另一个孩子身上的情况。我们使用她的大儿子阿里的数据和四年后收集的与她的小儿子拉米有关的新数据，对这位母亲进行了案例研究。我们讨论了这些发现对解释远程实践干预的推广效果的意义，确定了改进干预的机会，并为其他干预研究提供了有用的见解。
