PART 1
概述
材料基本情况
材料来历
孤独症谱系妨碍国家专业开展中心National Professional Development Center on Autism Spectrum Disorders
文件类别
模块:自我管理
Module:Self-Management,SM
文件名称
实证实践概述:自我管理
Evidence-based Practice Brief :Self-Management,SM
文件内容目录
这份以依据为根底的自我管理实践简报包含以下内容:
1、概述
(Overview):
它快速总结了本实践的明显特征,包含它是什么,它可以与谁一同运用,它与什么技术一同运用,教育环境,以及运用本实践的参考文献。
2、施行过程
(Steps for Implementation):
具体阐明如安在一个从业者友爱的,逐渐的过程中施行本实践。
3、施行查看表
(Implementation Checklist)。
用于监测本实践运用的保真度(Fidelity)。
4、自我管理数据搜集表
(Self-management data collection sheets)
5、依据根底摘要
(Evidence base Summary):
具体阐明晰NPDC针对ASD循证实践的归入规范,以及满意该实践规范的具体研讨。
概述
本节作者
Neitzel, J. & Busick, M. (2009).
自我管理:概述
北卡罗来纳教堂山:北卡罗莱纳大学弗兰克·波特·格雷厄姆儿童开展研讨所,孤独症谱系妨碍国家专业开展中心。。
Neitzel, J. & Busick, M. (2009).
Overview of self-management.
Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
前语
自我管理干涉协助孤独症谱系妨碍(ASD)学习者学会独立调理自己的行为,并在各种家庭、校园和社区情况下采纳恰当的举动。
经过这些干涉办法,孤独症者被教训要区别恰当和不恰当的行为,精确地监测和记载自己的行为,并奖赏自己的恰当行为。
跟着孤独症者对自我管理体系的了解程度渐渐的升高,一些施行职责从教师、家庭和其他从业者身上搬运到了他们自己身上。
依据
Evidence
自我管理契合作为一种依据依据实践的规范,在儿童前期的小学,初中和高中年纪组都有用。
本实践可拿来促进游戏、交际、习惯、行为和言语/交流技术的开展。
SM 对什么年纪的方针有用?
With what ages is self-management effective?
自我管理干涉可以用于从幼儿到高中的各个年纪段,以协助孤独症者获得与别人互动、建议和坚持对话、开展自立技术、削减搅扰行为(如刻板、损坏性行为)所需的要害技术。
运用SM要点教什么技术或干涉方针?
What skills or intervention goals can be addressed by self-management?
自我管理干涉可拿来削减不恰当的和搅扰性的行为(损坏性行为,没有独立和有用地完成学业和家务等),并进步交际、习惯能力和言语/交流技术。
在以依据为根底的研讨中,干涉的要点是特定的技术:
赞许别人
回应别人
共享
添加在使命上的行为
自动建议互动
削减搅扰行为的发作
促进日常日子技术
添加游戏技术
与别人攀谈
在什么环境下可以轻松又有用地运用SM?
In what settings can self-management be effectively used?
从学前年纪组到高中年纪组,自我管理干涉已被有用地应用于临床和依据校园的环境。
实证依据
Evidence base
本节中引证的研讨标明,该实践契合美国国家孤独症谱系妨碍专业开展中心(NPDC)关于ASD的实证实践规范。
本目录并非悉数;其它高质量的研讨或许存在,而却没有被包含进来。
【学前(Preschool)】:3篇
【小学(Elementary)】:7篇
【初中(Middle School)】:5篇
【高中(High School)】:4篇
【其它参考文献(Selected Additional References)】:4篇
研讨者、文件名,刊名、期号,略。
具体文章目录,请见“依据根底摘要”一节。
PART 2
分步施行
施行过程
PART 3
施行查看表
SM施行核对量表
Implementation Checklist forSM
本节作者
Busick, M., & Neitzel, J. (2009)
自我管理施行查看量表
教堂山,北卡罗莱纳:国家孤独症谱系妨碍专业开展中心,弗兰卡·鲍特·格兰汉姆(FPG)儿童开展中心,北卡罗莱纳大学。
Busick, M., & Neitzel, J. (2009).
Self-management implementation checklist.
Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
运用阐明
本查看表包含施行自我管理(SM)过程中的每一步。
请填写一切要求的信息,包含地址和国家、被调查/采访的个人以及学习者名字的首字母。
为了保证实践按预期施行,调查总是可取的。这或许并不总是或许的。因而,项目可以精确的经过完成者的调查、谈论和/或记载评定(视情况而定)进行评分。
在表中,在调查到的每个过程周围记载:
2 (已完成)
1 (部分完成)
0 (未完成)或
NA(不适用),
以指示在您的调查期间该过程已完成/处理到什么程度。
运用查看表的最终一页来记载方针技术、您的谈论、其别人是否在场以及每个调查的下一步方案。
PART 4
搜集数据
数据搜集表
Datasheets
PART 5
数据说话
依据根底
Evidence base for Self-Management
实证依据的界说
孤独症谱系妨碍国家专业开展中心选用下述实证实践的界说。
为孤独症谱系妨碍人士考虑某种实证实践,其有用性有必要经过科学杂志上同行评议研讨而树立,运用:
随机或准试验规划研讨。两项高质量试验或准试验组规划研讨
单一被试规划研讨。三位不同的研讨者或许研讨小组有必要施行五项高质量的单一被试规划研讨,或许
依据的组合。一项高质量随机或准试验组规划研讨和三项高质量单一被试规划研讨,至少由三位不同的研讨者或研讨小组施行(跨组间和单一被试规划研讨)。
高质量的随机或准试验规划研讨没有形成研讨紊乱的要害规划缺点,并且规划特性答应读者/顾客扫除研讨结果的竞争性假定。
单一被试规划研讨的高质量体现在:
没有形成紊乱的要害规划缺点;
在每个研讨中至少进行三次试验操控。
该界说和规范依据下述资源:
在特殊教育中运用单一被试研讨来确认依据依据的实践:Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-180.
有用医治的攻略:Nathan, P., & Gorman, J. M. (2002). A guide to treatments that work. NY: Oxford University Press.
特殊教育研讨质量指标和循证实践攻略:履行摘要:Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. D., Thompson, B., & Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research.
依据依据的对前期孤独症的归纳医治:Rogers, S. J., & Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37(1), 8-38.
运用这些规范,下面引证的实证研讨为支撑自我管理作为依据依据的实践供给了文献。
本节中引证的研讨标明,该实践契合NPDC关于ASD的循证实践规范。
这个列表并不翔实;其他质量研讨或许没有包含在内。
实证研讨文献
学龄前
Preschool
Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005).
Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD.
Journal of Positive Behavior Interventions, 7, 33-46.
Newman, B., Reinecke, D. R., & Meinberg, D. L. (2000).
Self-management of varied responding in three students with autism.
Behavioral Interventions, 15, 145-151.
Reinecke, D. R., Newman, B., & Meinberg, D. L. (1999).
Self-management of sharing in three pre-schoolers with autism.
Education and Training in Mental Retardation and Developmental Disabilities, 34, 312-317.
小学
Elementary School
Coyle, C., & Cole, P. (2004).
A videotaped self-modeling and self-monitoring treatment program to decrease off-task behaviour in children with autism.
Journal of Intellectual and Developmental Disability, 29, 3-16.
Kern, L., Marder, T. J., Boyajian, A. E., Elliot, C.M., & McElhattan, D. (1997).
Augmenting the independence of self-management procedures by teaching self-initiation across settings and activities.
School Psychology Quarterly, 12, 23-32.
Koegel, R. L., & Koegel, L. K. (1990).
Extended reductions in stereotypic behavior of students with autism through a self-management treatment package.
Journal of Applied Behavior Analysis, 23, 119-127.
Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992).
Improving social skills and disruptive behavior in children with autism through self-management.
Journal of Applied Behavior Analysis, 25, 341-353.
Newman, B., Reinecke, D. R., & Meinberg, D. L. (2000).
Self-management of varied responding in three students with autism.
Behavioral Interventions, 15, 145-151.
Pierce, K. L., & Schreibman, L. (1994).
Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management.
Journal of Applied Behavior Analysis, 27, 471-481.
Stahmer, A. C., & Schreibman, L. (1992).
Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package.
Journal of Applied Behavior Analysis, 25, 447-459.
初中
Middle School
Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992).
Improving social skills and disruptive behavior in children with autism through self-management.
Journal of Applied Behavior Analysis, 25, 341-353.
Koegel, R. L., & Frea, W. D. (1993).
Treatment of social behavior in autism through the modification of pivotal social skills.
Journal of Applied Behavior Analysis, 26, 369-377.
Koegel, R. L., & Koegel, L. K. (1990).
Extended reductions in stereotypic behavior of students with autism through a self-management treatment package.
Journal of Applied Behavior Analysis, 23, 119-127.
Mancina, C., Tankersley, M., Kamps, D., Kravits, T., & Parrett, J. (2000).
Reduction of inappropriate vocalizations for a child with autism using a self-management treatment program.
Journal of Autism and Developmental Disorders, 30, 599-606.
Stahmer, A. C., & Schreibman, L. (1992).
Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package.
Journal of Applied Behavior Analysis, 25, 447-459.
高中
High School
Kern, L., Marder, T. J., Boyajian, A. E., Elliot, C. M., & McElhattan, D. (1997).
Augmenting the independence of self-management procedures by teaching self-initiation across settings and activities.
School Psychology Quarterly, 12, 23-32.
Koegel, R. L., & Frea, W. D. (1993).
Treatment of social behavior in autism through the modification of pivotal social skills.
Journal of Applied Behavior Analysis, 26, 369-377.
Newman, B., Buffington, D. M., & Hemmes, N. S. (1996).
Self-reinforcement used to increase the appropriate conversation of autistic teenagers.
Education and Training in Mental Retardation and Developmental Disabilities, 31, 304-309.
Newman, B., Buffington, D. M., O’Grady, M. A., McDonald, M. E., Poulson, C. L., & Hemmes, N. S. (1995).
Self-management of schedule following in three teenagers with autism.
Behavioral Disorders, 20, 190-196.
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