教有特殊需求的幼儿及其同伴玩棋盘游戏：一种从最少到最多提示程序对提高独立表现的效果。
Teaching Young Children with Special Needs and Their Peers to Play Board Games: Effects of a Least to Most Prompting Procedure to Increase Independent Performance.
作者信息
Davis-Temple Janet, Jung Sunhwa, Sainato Diane M
机构信息
Columbus City Schools, Columbus, OH USA.
Otterbein University, Westerville, OH 43081 USA.
出版信息
Behav Anal Pract. 2014 Mar 28;7(1):21-30. doi: 10.1007/s40617-014-0001-8. eCollection 2014 May.
We investigated the effects of a least to most prompting procedure on the performance of board game steps and game-related on-task behavior of young children with special needs and their typically developing peers. This study was conducted employing a concurrent multiple baseline design across participants. After teaching the board game steps using a systematic prompting strategy, the participants demonstrated increases in the performance of board game steps and game-related on-task behavior. In addition, the participants maintained high levels of performance and game-related on-task behavior during post-game training. The effects of teaching board games using prompting strategies, implications for practice, and areas for future study are presented.
我们研究了从最少到最多提示程序对有特殊需求的幼儿及其发育正常的同伴在棋盘游戏步骤表现和与游戏相关的任务行为方面的影响。本研究采用了跨参与者的并发多基线设计。在使用系统提示策略教授棋盘游戏步骤后，参与者在棋盘游戏步骤表现和与游戏相关的任务行为方面均有所提高。此外，参与者在游戏后训练期间保持了高水平的表现和与游戏相关的任务行为。本文介绍了使用提示策略教授棋盘游戏的效果、对实践的启示以及未来研究的方向。
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