提高阿斯伯格综合征青少年的书面语言能力。
Improving written language performance of adolescents with Asperger syndrome.
作者信息
Delano Monica E
机构信息
205 Stone Building, Florida State University, Tallahassee, Florida 32306, USA.
出版信息
J Appl Behav Anal. 2007 Summer;40(2):345-51. doi: 10.1901/jaba.2007.50-06.
The effects of a multicomponent intervention involving self-regulated strategy development delivered via video self-modeling on the written language performance of 3 students with Asperger syndrome were examined. During intervention sessions, each student watched a video of himself performing strategies for increasing the number of words written and the number of functional essay elements. He then wrote a persuasive essay. The number of words written and number of functional essay elements included in each essay were measured. Each student demonstrated gains in the number of words written and number of functional essay elements. Maintenance of treatment effects at follow-up varied across targets and participants. Implications for future research are suggested.
研究了通过视频自我示范进行的多成分干预（包括自我调节策略发展）对3名阿斯伯格综合征学生书面语言表现的影响。在干预阶段，每个学生观看自己执行增加书面单词数量和功能性文章要素数量策略的视频。然后，他写一篇说服性文章。测量每篇文章的书面单词数量和包含的功能性文章要素数量。每个学生在书面单词数量和功能性文章要素数量上都有提高。随访时治疗效果的维持情况因目标和参与者而异。文中提出了对未来研究的启示。
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