A Case Study Of DTT Combined With Prt Teaching To Improve The Initiating Joint Attention With Autism Spectrum Disorder Children

Ability of the initiating joint attention not only can promote their language and social interaction,but also promote imitate and emotions skills..It can be said with certainty that autism spectrum disorder children at 12 to 14 months,to our surprise,initiating joint attention behavior is almost zero,and as the growth of the age,the initiating joint attention ability of autism spectrum disorder children is always there defects.Joint attention is a key ability for children with autism spectrum disorder,and an increase in initiating joint attention in particular can have a positive impact on subsequent learning.DTT(Discrete Trial Teaching,DTT)small steps teaching can better help autism spectrum disorder children grasp the target behavior,PRT(Pivotal Response Training,PRT)on induced autism spectrum disorder children’s learning motivation,emphasizes the teaching of natural environment to achieve generalization.It is commonly that DTT combined with PRT teaching not only retained the discrete trial teaching structured advantage,good for autism spectrum disorder children better grasp the target behavior,at the same time,use of the natural situation of pivotal response training teaching principles,such as good skills of generalization.Research shows that DTT and PRT teaching can improve the ability of autism spectrum disorder children’s joint attention,but the lack of study initiating joint attention,and the absence of the intervention of the comparative study on different situation.Therefore,this study used DTT combination with PRT teaching to intervene the initiating joint attention of two children with autism spectrum disorder in two situations of kindergarten and family,and compared the intervention effect in two situations of kindergarten and family.This study used multiple probe and multiple baseline across setting design,the whole process of intervention includes four stages:baseline period,intervention period,generalization period and maintenance period.Independent variables for discrete trial teaching combination with pivotal response training teaching,the dependent variable as the initiating joint attention,researchers from eye gaze,gaze shifting,pointing and showing four dimensions to intervene.After the intervention,the researchers used line charts,statistic analysis and visual analysis to quantify the variables from the graph stages of intervention to observe the effect of quantitative analysis,and combining the semi-structured interviews to parents,to analyze intervention effects through two cases in the kindergarten and family situation,the initiating joint attention(eye gaze,gaze shifting,pointing and showing)was improved.The following conclusions are drawn from this study:1.DTT combined with PRT teaching has better effect on intervention,generalization and maintenance of autism spectrum disorder children’s initiating joint attention.2.DTT combined with PRT teaching has a better effect on intervention,generalization and maintenance of low level initiating joint attention in autism spectrum disorder children than that of high level initiating joint attention.3.DTT combined with PRT teaching in the family context has a better effect on intervention,generalization and maintenance of Initiating joint attention in autism spectrum disorder children than kindergarten.4.DTT combined with PRT teaching on the initiating joint attention of autism spectrum disorder children to exist the individual differences in the intervention effect.On the one hand,in case 1,the intervention effect of pointing was better than shonwing,on the other hand,while in case 2,the effect ofshowing better than pointing.5.Parents believe that discrete trial teaching combined with pivotal response training improves the initiating joint attention of autism spectrum disorder children,and hold a positive and recognized attitude towards discrete trial teaching combined with pivotal response training.Based on this study,researchers reflect that intervention time should be prolonged,promoting mastery of skills;intervention materials should be diversified,promoting the generalization;interference factors in intervention environment should be controlled as far as possible.What’s far more important is that future research can increase intervention scenarios and promote the generalization of different scenarios.