Lian Xiang, Kolletar-Zhu Kimberly, Pan Xiaoyan
Quanzhou Preschool Education College, Quanzhou, Fujian, China.
School of Foreign Studies, Wenzhou University, Wenzhou, Zhejiang, China.
Int J Dev Disabil. 2023 Dec 6;71(4):626-637. doi: 10.1080/20473869.2023.2266624. eCollection 2025.
In this study, a questionnaire survey using the Delphi Technique was conducted among 22 expert group members. We construct the connotation of learning support indicators for adults with autism spectrum disorder (ASD) based on survey results. In this study, there are five levels of significance. After three rounds of questionnaire surveying, the average of all questions was >4.0, with a standard deviation of <1, and 37 questions were reserved. The average opinion of the expert members of the Delphi Technique on the importance of connotation topics increased and the standard deviation decreased sequentially, yielding the result of opinion convergence, indicating that the expert members agreed on the importance of the topic of the survey. The research results indicate that the connotation question is reduced from 52 questions to 37 questions through three aspects: writing and expression, simplification and merging of questions, and consideration criteria for various score indicators of the question. On a theoretical level, this study is expected to provide a reference for the connotation construction of learning support indicators for adults with ASD.
在本研究中，我们对22名专家组成员进行了采用德尔菲法的问卷调查。基于调查结果，我们构建了自闭症谱系障碍（ASD）成人学习支持指标的内涵。本研究中有五个显著水平。经过三轮问卷调查，所有问题的平均值>4.0，标准差<1，保留了37个问题。德尔菲法专家成员对内涵主题重要性的平均意见依次增加，标准差依次减小，产生了意见趋同的结果，表明专家成员对调查主题的重要性达成了共识。研究结果表明，内涵问题通过问题的撰写与表达、简化与合并以及问题各项评分指标的考量标准这三个方面，从52个问题减少到了37个问题。在理论层面，本研究有望为ASD成人学习支持指标的内涵构建提供参考。
