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首页> 外文期刊>Journal of Autism and Developmental Disorders >Use of a Teacher Nomination Strategy to Screen for Autism Spectrum Disorders in General Education Classrooms: A Pilot Study
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Use of a Teacher Nomination Strategy to Screen for Autism Spectrum Disorders in General Education Classrooms: A Pilot Study

机译：在普通教育教室中使用教师提名策略筛查自闭症谱系障碍：一项初步研究

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摘要

Given a rising prevalence of autism spectrum disorders (ASD), this project aimed to develop and pilot test various teacher nomination strategies to identify children at risk for ASD in a timely, reliable, cost-effective manner. Sixty participating elementary school teachers evaluated 1323 children in total. Each teacher nominated students who most fit a description of ASD-associated characteristics, and completed the Autism Syndrome Screening Questionnaire (ASSQ) on every child in the classroom. The proportion of overall agreement between teacher nomination and ASSQ was 93–95%, depending upon the nomination parameters. Nomination required 15 min per class versus 3.5–5.5 h per class for the ASSQ. These results support the need for further study of teacher nomination strategies to identify children at risk for ASD.
机译：鉴于自闭症谱系障碍（ASD）的患病率不断上升，该项目旨在开发和试点测试各种教师提名策略，以及时，可靠，具有成本效益的方式确定有患ASD风险的儿童。 60名参与的小学老师对总共1323名儿童进行了评估。每位老师提名了最能描述ASD相关特征的学生，并为教室中的每个孩子填写了自闭症筛查问卷（ASSQ）。根据提名参数，教师提名与ASSQ之间的总体协议比例为93–95％。提名要求每堂课15分钟，而ASSQ每堂课需要3.5–5.5小时。这些结果支持需要进一步研究教师提名策略，以识别有自闭症风险的儿童。

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