借助技术进行学习：针对自闭症谱系障碍学生采用具体-表象-抽象序列的视频建模
Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder.
作者信息
Yakubova Gulnoza, Hughes Elizabeth M, Shinaberry Megan
机构信息
Department of Counseling, Psychology and Special Education, Duquesne University, G9-C Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA.
Department of Counseling, Psychology and Special Education, Duquesne University, G9-B Canevin Hall, 600 Forbes Avenue, Pittsburgh, PA, 15282, USA.
出版信息
J Autism Dev Disord. 2016 Jul;46(7):2349-62. doi: 10.1007/s10803-016-2768-7.
The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete-representational-abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the effectiveness of the intervention on the acquisition and maintenance of addition, subtraction, and number comparison skills for four elementary school students with ASD. Findings supported the effectiveness of the intervention in improving skill acquisition and maintenance at a 3-week follow-up. Implications for practice and future research are discussed.
本研究的目的是确定采用具体-表象-抽象教学序列的视频示范干预措施在向自闭症谱系障碍（ASD）学生教授数学概念方面的有效性。采用单案例实验方法的跨技能多基线设计，以确定该干预措施对四名患有ASD的小学生在加法、减法和数字比较技能的习得与保持方面的有效性。研究结果支持了该干预措施在3周随访时对提高技能习得与保持的有效性。文中还讨论了对实践和未来研究的启示。
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