向智障人士教授硬币加法运算。
Teaching coin summation to the mentally retarded.
作者信息
Lowe M L, Cuvo A J
出版信息
J Appl Behav Anal. 1976;9(4):483-9. doi: 10.1901/jaba.1976.9-483.
A procedure to teach four mild and moderately retarded persons to sum the value of coin combinations was tested. Subjects were first taught to count a single target coin, and then to sum that coin in combination with coins previously trained. Five American coins and various combinations were trained. Modelling, modelling with subject participation, and independent counting by the subject constituted the training sequence. The subjects improved from a mean pretest score of 29% to 92% correct at posttest. A four-week followup score showed a mean of 79% correct. A multiple-baseline design suggested that improvement in coin-counting performance occurred only after the coin was trained. The results indicate that this procedure has potential for teaching the retarded to sum combinations of coinds in 5 to 6 hr of instruction.
对一种教四名轻度和中度智障人士计算硬币组合价值的程序进行了测试。首先教受试者数单个目标硬币，然后将该硬币与之前训练过的硬币组合相加。训练了五种美国硬币及各种组合。示范、受试者参与的示范以及受试者独立计数构成了训练顺序。受试者的前测平均得分从29%提高到后测的92%正确。四周后的随访得分平均为79%正确。多基线设计表明，只有在对硬币进行训练后，硬币计数表现才会有所提高。结果表明，该程序有潜力在5至6小时的教学中教会智障人士计算硬币组合。
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