Anson Heather M, Todd James T, Cassaretto Kimberley J
Eastern Michigan University, Ypsilanti, Michigan 48197, USA.
Behav Res Methods. 2008 Nov;40(4):1106-10. doi: 10.3758/BRM.40.4.1106.
Verbal responses, gestures, and other physical stimuli are often used to prompt children to pay attention to their teacher, participate in group responding, and engage in independent activities in the classroom. Prompts can be intrusive and draw attention to the problem, however. In the present study, unobtrusive vibrating pagers were used to discreetly alert children to attend directly to the teacher or the ongoing activity, thus reducing the number of disruptions the children created in their classrooms. The children were then able to learn more effectively and with less interference to others in the vicinity. Specifically, 5 male children, between 4 and 7 years old, who attended a regular education preschool or regular education first-grade classroom, participated. An alternating baseline and treatment conditions design was used, in which periods of overt traditional prompting were alternated with periods of covert tactile and overt traditional prompting. The data showed that covert tactile prompting was successful in reducing the amount of overt traditional prompting that was needed for attention to a teacher, group responding, and engagement in independent activities.
言语回应、手势和其他身体刺激常常被用来促使孩子们关注老师、参与集体回应以及在课堂上进行独立活动。然而，提示可能具有侵扰性并会引起对问题的关注。在本研究中，使用了不显眼的振动传呼机来谨慎地提醒孩子们直接关注老师或正在进行的活动，从而减少孩子们在课堂上造成的干扰次数。这样孩子们就能更有效地学习，对周围其他人的干扰也更少。具体来说，5名年龄在4至7岁之间、就读于正规教育学前班或正规教育一年级教室的男童参与了研究。采用了交替基线和治疗条件设计，其中公开的传统提示期与隐蔽的触觉提示和公开的传统提示期交替进行。数据表明，隐蔽的触觉提示成功减少了在关注老师、集体回应和参与独立活动时所需的公开传统提示量。
