探究嵌入式学习机会对自闭症和智力残疾儿童参与度的影响。
Investigating the Impact of Embedded Learning Opportunities on the Engagement of Children With Autism and Intellectual Disability.
作者信息
Rakap Salih, Balikci Serife
机构信息
Department of Specialized Education Services, School of Education, University of North Carolina Greensboro, Greensboro, North Carolina, USA.
Department of Special Education, School of Education, Ondokuz Mayis University, Samsun, Turkey.
出版信息
J Appl Res Intellect Disabil. 2025 May;38(3):e70073. doi: 10.1111/jar.70073.
BACKGROUND
Engagement is essential for fostering learning and development in young children with disabilities, including those with autism spectrum disorder (ASD) and intellectual disability (ID).
METHODS
This study used a non-concurrent multiple-baseline across participants design to examine the effects of embedded learning opportunities (ELOs) on engagement and learning in four preschool-aged children diagnosed with ASD and ID.
RESULTS
Results showed a consistent increase in engagement for each child following the introduction of ELOs by teachers, with children generalising this engagement to other settings and sustaining high engagement levels during follow-up. Additionally, enhanced engagement was linked with improvements in independent performance of target behaviours. Social validity data from teachers further supported the intervention's effectiveness.
CONCLUSIONS
These findings highlight ELOs as a promising and individualised approach to enhancing engagement and learning outcomes for preschool children with dual diagnoses of ASD and ID.
背景
参与对于促进残疾幼儿（包括自闭症谱系障碍（ASD）和智力障碍（ID）幼儿）的学习和发展至关重要。
方法
本研究采用跨参与者的非同期多基线设计，以检验嵌入式学习机会（ELO）对四名被诊断为ASD和ID的学龄前儿童的参与度和学习的影响。
结果
结果显示，教师引入ELO后，每个孩子的参与度持续增加，孩子们将这种参与度推广到其他场景，并在随访期间保持较高的参与水平。此外，参与度的提高与目标行为独立表现的改善有关。来自教师的社会效度数据进一步支持了该干预措施的有效性。
结论
这些发现突出了ELO作为一种有前景的个性化方法，可提高同时患有ASD和ID的学龄前儿童的参与度和学习成果。
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