Literaturnachweis - Detailanzeige
Autor/inn/en | Liao, Yini; Dillenburger, Karola; Hu, Xiaoyi |
---|---|
Titel | Behavior Analytic Interventions for Children with Autism: Policy and Practice in the United Kingdom and China |
Quelle | In: Autism: The International Journal of Research and Practice, 26 (2022) 1, S.101-120 (20 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Liao, Yini) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1362-3613 |
DOI | 10.1177/13623613211020976 |
Schlagwörter | Foreign Countries; Parent Attitudes; Teacher Attitudes; Autism; Pervasive Developmental Disorders; Applied Behavior Analysis; Observation; Student Needs; Cultural Differences; Intervention; Barriers; Inclusion; Access to Education; Social Bias; Early Intervention; Behavior Modification; Evidence Based Practice; Public Policy; Teaching Methods; Professional Personnel; United Kingdom; China Ausland; Elternverhalten; Lehrerverhalten; Autismus; Beobachtung; Kultureller Unterschied; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Behaviour modification; Verhaltensänderung; Öffentliche Ordnung; Teaching method; Lehrmethode; Unterrichtsmethode; Personalbestand; Großbritannien |
Abstract | This study explored the experiences of professionals and parents from the United Kingdom and China of autism-relevant policies, school involvement, and applied behavior analysis-based interventions. Semistructured interviews involving 36 parents and professionals and direct behavioral observations were carried out of five parents and three professionals. Results found: (1) a lack of autism support and applied behavior analysis-related services in both countries; (2) applied behavior analysis-based intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular applied behavior analysis-based intervention, discrete trial teaching, was similar and increased with ongoing training. Professional and parental experiences were discussed in the context of policy and educational involvement. This study illustrates the need to support children with autism and to consider regional adaptations of evidence-based practice of behavior analysis for the affected population. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |