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Journal of Autism and Developmental Disorders

Gepubliceerd in:

10-04-2019 | Original Paper

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

Auteurs: Heather J. Nuske, Melanie Pellecchia, Viktor Lushin, Keiran Rump, Max Seidman, Rachel R. Ouellette, Diana Cooney, Brenna B. Maddox, Gwendolyn M. Lawson, Amber Song, Erica M. Reisinger, David S. Mandell

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2019

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.

vorige artikel The Importance of Temperament for Understanding Early Manifestations of Autism Spectrum Disorder in High-Risk Infants

volgende artikel The Economic Costs of Autism Spectrum Disorder: A Literature Review

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Titel: Do Student Characteristics Affect Teachers’ Decisions to Use 1:1 Instruction?
Auteurs: Heather J. Nuske
Melanie Pellecchia
Viktor Lushin
Keiran Rump
Max Seidman
Rachel R. Ouellette
Diana Cooney
Brenna B. Maddox
Gwendolyn M. Lawson
Amber Song
Erica M. Reisinger
David S. Mandell
Publicatiedatum: 10-04-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 7/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-04004-1

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