Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction?

Autor/inn/en	Nuske, Heather J.; Pellecchia, Melanie; Lushin, Viktor; Rump, Keiran; Seidman, Max; Ouellette, Rachel R.; Cooney, Diana; Maddox, Brenna B.; Lawson, Gwendolyn M.; Song, Amber; Reisinger, Erica M.; Mandell, David S.
Titel	Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction?
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 7, S.2864-2872 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04004-1
Schlagwörter	Autism; Pervasive Developmental Disorders; Teaching Methods; Student Characteristics; Students with Disabilities; Behavior Modification; Skill Development; Symptoms (Individual Disorders); Self Control; Verbal Ability; Interpersonal Competence; Perceptual Impairments + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Behaviour modification; Verhaltensänderung; Kompetenzentwicklung; Qualifikationsentwicklung; Psychiatrische Symptomatik; Selbstbeherrschung; Mündliche Leistung; Interpersonale Kompetenz; Perceptual handicaps; Wahrnehmungsstörung
Abstract	One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01