Abstract：
The literature has yet to review the differential effects of Natural Environment Teaching (NET) and Discrete Trial Teaching (DTT) on adaptive skills. A sample of 142 children diagnosed with ASD between the ages of 16 and 35 months received either DTT, NET, or both interventions (NET+ DTT). The Bayley Scales of Infant and Toddler Development (BSID) Adaptive Subscale and the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) Barriers Assessment were used as baseline and posttest measures. Children who received NET and NET+DTT conditions showed significant improvements compared to the DTT condition indicating that the addition of NET leads to increased adaptive skills and decreased barrier behaviors in participants. DTT may also play a necessary foundational role for children with more significant delays. These results provide support for the use of a combination of teaching strategies in community-based early intervention and refine protocols for teaching adaptive skills to toddlers with ASD.
摘要：
文献尚未审查自然环境教学（NET）和离散试验教学（DTT）对适应技能的不同影响。142名年龄在16至35个月之间被诊断患有ASD的儿童的样本接受了DTT，NET，或两种干预措施(NET+DTT)。使用Bayley婴儿和幼儿发育量表（BSID）自适应子量表和言语行为里程碑评估和安置计划（VB-MAPP）障碍评估作为基线和后测指标。与DTT条件相比，接受NET和NETDTT条件的儿童表现出显着改善，表明NET的添加导致参与者的适应技能增加和障碍行为减少。DTT也可能为有更严重延误的儿童发挥必要的基础作用。这些结果为在基于社区的早期干预中结合使用教学策略提供了支持，并完善了向患有ASD的幼儿教授适应技能的协议。
