Agran M, Blanchard C, Wehmeyer M, Hughes C
University of Northern lowa, Dept of Special Education, Cedar Falls 50614-0601, USA.
Res Dev Disabil. 2001 Jul-Aug;22(4):319-32. doi: 10.1016/s0891-4222(01)00075-0.
The effects of selected student-directed learning strategies on the classroom behavior of six students with varying disabilities in general education were examined using a multiple baseline design across groups. Target behaviors included academic, study, and social skills. Results indicated increases in student target performance for all participants, however, differential effects were observed across groups and reinforcement conditions (student-vs. teacher-delivered). Additionally, anecdotal reports obtained from the cooperating teacher and students supported the study's findings. The implications of these findings are discussed.
采用跨组多基线设计，考察了选定的学生自主学习策略对六名普通教育中不同残疾程度学生课堂行为的影响。目标行为包括学业、学习和社交技能。结果表明，所有参与者的学生目标表现均有所提高，然而，不同组和强化条件（学生给予与教师给予）下观察到了不同的效果。此外，从合作教师和学生那里获得的轶事报告支持了该研究的结果。讨论了这些发现的意义。
