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首页> 外文期刊>Journal of Autism and Developmental Disorders >Improving Motivation for Academics in Children with Autism
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Improving Motivation for Academics in Children with Autism

机译：改善自闭症儿童的学习动机

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摘要

Many children with autism show very little interest in academic assignments and exhibit disruptive behavior when assignments are presented. Research indicates that incorporating specific motivational variables such as choice, interspersal of maintenance tasks, and natural reinforcers during intervention leads to improvements in core symptoms of autism and may possibly be effective in academic areas. Using a multiple baseline across children and behaviors design with four pre- and elementary school children with autism, we assessed whether the above variables could be incorporated into academic tasks to improve performance and interest. Results indicated that the intervention decreased the children’s latency to begin academic tasks, improved their rate of performance and interest, and decreased their disruptive behavior. Theoretical and applied implications are discussed.
机译：许多自闭症儿童对学术作业表现出很少的兴趣，并且在提出作业时表现出破坏性行为。研究表明，在干预过程中纳入特定的动机变量，例如选择，穿插的维护任务和自然强化剂，可以改善自闭症的核心症状，并可能在学术领域有效。我们使用跨儿童的多个基线以及针对四个自闭症的学前和小学儿童的行为设计，我们评估了以上变量是否可以纳入学术任务中，以提高表现和兴趣。结果表明，该干预措施减少了孩子开始学业的潜伏期，提高了他们的表现和兴趣率，并减少了他们的破坏性行为。理论和应用意义进行了讨论。

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