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. 2019 Jul;49(7):2864-2872.
doi: 10.1007/s10803-019-04004-1.

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

Heather J Nuske  1 , Melanie Pellecchia  2 , Viktor Lushin  2 , Keiran Rump  2 , Max Seidman  2 , Rachel R Ouellette  3 , Diana Cooney  2 , Brenna B Maddox  2 , Gwendolyn M Lawson  2 , Amber Song  2 , Erica M Reisinger  2 , David S Mandell  2
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Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction?

Heather J Nuske et al. J Autism Dev Disord. 2019 Jul.

Abstract

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.

Keywords: 1:1 Instruction; Child characteristics; Personalized medicine; Teacher decisions.

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Conflict of interest statement

Disclosure of Potential Conflicts of Interest

All authors declare that they have no conflict of interest.

Figures

Figure 1.
Figure 1.
Percentage of classrooms with variable, same or no implementation of DTT and PRT within classrooms.
See this image and copyright information in PMC

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