Using Prompts to Increase a Teacher's Attention to a Child With Autism Spectrum Disorder in a General Education Class and Effects on the Child's Academic Engagement

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  • プロンプトによる教師の注目の増加が通常学級に在籍する自閉症スペクトラム障害のある児童の授業参加に及ぼす効果
  • プロンプト ニ ヨル キョウシ ノ チュウモク ノ ゾウカ ガ ツウジョウ ガッキュウ ニ ザイセキ スル ジヘイショウ スペクトラム ショウガイ ノ アル ジドウ ノ ジュギョウ サンカ ニ オヨボス コウカ

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<p>Study objectives: The present study examined effects of prompts on increasing a teacher's attention to a child with autism spectrum disorder (ASD) in a general education class and on the child's out-of-seat behavior and academic engagement. Design: ABAB design. Setting: A first-grade general education class. Participants: A male elementary school teacher and an 8-year-old girl with autism spectrum disorder. Target behaviors: The teacher's attention to the child, and the child's out-of-seat behavior and academic engagement. Intervention: Functional assessment indicated that the child's out-of-seat behavior was maintained by her teacher's attention. During the intervention, the teacher used a timed vibratory cue device (MotivAider) as a prompt to provide attention to the child when she was seated. The teacher was told not to attend to the child when she was out of her seat. Results: During the intervention, the teacher's attention to the child increased; the child's out-of-seat behavior decreased, and her academic engagement increased. Conclusion: The teacher increased his attention to the child when he was using MotivAider as a prompt, and the child's academic engagement improved.</p>

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