一个为轻度残疾成年人教授支票账户技能的个性化教学系统。
A personalized system of instruction for teaching checking account skills to adults with mild disabilities.
作者信息
Zencius A H, Davis P K, Cuvo A J
机构信息
Southern Illinois University, Carbondale.
出版信息
J Appl Behav Anal. 1990 Summer;23(2):245-52. doi: 10.1901/jaba.1990.23-245.
This study evaluated the efficacy of a personalized system of instruction to teach checking account skills to persons with mild disabilities. Using a self-paced manual, 8 participants in two groups were taught to write checks, complete deposit slips, and reconcile monthly bank statements. Four participants were assessed for generalization from the classroom to community sites and demonstrated nearly perfect performance. A multiple probe design showed that acquisition occurred sequentially for each skill only after training using the self-paced manual. Follow-up sessions demonstrated that participants maintained the checking account skills. The results provide evidence of the effectiveness and adaptability of a personalized system of instruction for teaching complex monetary skills to persons with mild disabilities.
本研究评估了个性化教学系统对轻度残疾人士进行支票账户技能教学的效果。使用一本自定进度手册，两组共8名参与者学习了开支票、填写存款单以及核对每月银行对账单。对4名参与者进行了从课堂到社区场所的泛化评估，他们表现出近乎完美的成绩。多重探测设计表明，只有在使用自定进度手册进行训练后，每项技能才依次出现习得情况。后续课程表明参与者保持了支票账户技能。研究结果为个性化教学系统在向轻度残疾人士教授复杂货币技能方面的有效性和适应性提供了证据。
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