Blackbourn J M, Campbell J
Department of Curriculum and Instruction, School of Education, University of Mississippi, University 38677.
Psychol Rep. 1991 Aug;69(1):177-8. doi: 10.2466/pr0.1991.69.1.177.
A multiple baseline, single-subject design was employed in the analysis of the academic performance of a second grade girl labeled "learning disabled." Peer tutoring combined with praise led to a significant improvement in solving mathematics problems requiring regrouping, word recognition, and ability to locate specific text pages.
在对一名被贴上“学习障碍”标签的二年级女孩的学业成绩分析中，采用了多基线单受试者设计。同伴辅导与表扬相结合，在解决需要重新分组的数学问题、单词识别以及定位特定文本页面的能力方面带来了显著改善。
