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

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 bet...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2019-07, Vol.49 (7), p.2864-2872
Main Authors: 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.
Format: Article
Language:English
Subjects:
Analysis
Autism
Autism Spectrum Disorder - psychology
Autistic children
Behavior
Behavior Modification
Behavioral Science and Psychology
Care and treatment
Child
Child abuse & neglect
Child and School Psychology
Children
Decision Making
Demography
Diagnosis
Dithiothreitol
Female
Humans
Interpersonal Competence
Intervention
Male
Medical decision making
Neurosciences
Original Paper
Pediatrics
Perceptual Impairments
Pervasive Developmental Disorders
Precision medicine
Psychological aspects
Psychology
Public Health
School Teachers - psychology
Self Control
Self regulation
Sensory stimulation
Skill Development
Social skills
Student Characteristics
Students
Students - psychology
Students with Disabilities
Symptoms (Individual Disorders)
Teacher-student relationships
Teachers
Teaching
Teaching Methods
Training
Verbal Ability
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Description
Summary: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.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-019-04004-1