使用录音干预提高幼儿园学生的数字识别能力。
Using a taped intervention to improve kindergarten students' number identification.
机构信息
University of Tennessee, USA.
出版信息
J Appl Behav Anal. 2012 Summer;45(2):437-41. doi: 10.1901/jaba.2012.45-437.
Abstract
A multiple baseline design across students was used to evaluate the effects of a taped numbers (TN) intervention on the number-identification accuracy of 4 kindergarten students. During TN, students attempted to name the numbers 0 through 9 on randomized lists before each number was provided via a tape player 2 s later. All 4 students showed immediate increases and reached 100% in number-identification accuracy. One student reached 100% accuracy after TN was supplemented with performance feedback, reinforcement, and overcorrection.
摘要
采用跨学生的多个基线设计来评估录音数字 (TN) 干预对 4 名幼儿园学生数字识别准确性的影响。在 TN 期间，学生在每个数字通过录音机 2 秒后提供之前，在随机列表上尝试说出数字 0 到 9。所有 4 名学生的数字识别准确性都立即提高，达到 100%。在 TN 补充表现反馈、强化和过度矫正后，有 1 名学生达到 100%的准确性。
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