Syracuse City School District.
J Appl Behav Anal. 1994 Fall;27(3):459-69. doi: 10.1901/jaba.1994.27-459.
The instructional hierarchy is a behavior-analytic model that links level of academic skill development (i.e., acquisition, fluency, generalization, adaptation) with appropriate instructional techniques. The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages. Subjects were 4 male students with learning disabilities who ranged in age from 8 years 10 months to 11 years 11 months. A multielement design was used to compare the effects of the three interventions to each other and to baseline. Results indicated that the listening passage preview intervention (which contained modeling, drill, and generalization components) produced the largest performance gains. The implications of these results for selecting academic interventions based on the instructional hierarchy are discussed.
教学层次结构是一种行为分析模型，它将学术技能发展水平（即获取、流利度、泛化、适应）与适当的教学技术联系起来。本研究使用教学层次结构来比较三种教学干预措施（听力篇章预览、主题篇章预览和录音单词）对被试在单词列表和篇章上的口语阅读表现的影响。被试为 4 名年龄在 8 岁 10 个月至 11 岁 11 个月之间的学习障碍男性学生。采用多元素设计来比较三种干预措施之间以及与基线的效果。结果表明，听力篇章预览干预（包含示范、练习和泛化成分）产生了最大的表现收益。这些结果对于根据教学层次结构选择学术干预措施的意义进行了讨论。
