Tincani Matt, De Mers Marilyn
Temple University, Philadelphia, PA, USA
Temple University, Philadelphia, PA, USA.
Behav Modif. 2016 Nov;40(6):799-824. doi: 10.1177/0145445516643488. Epub 2016 Apr 11.
More than four decades of research on instructional pacing has yielded varying and, in some cases, conflicting findings. The purpose of this meta-analysis was to synthesize single-case research design (SCRD) studies on instructional pacing to determine the relative benefits of brisker or slower pacing. Participants were children and youth with and without disabilities in educational settings, excluding higher education. Tau-U, a non-parametric statistic for analyzing data in SCRD studies, was used to determine effect size estimates. The article extraction yielded 13 instructional pacing studies meeting contemporary standards for high quality SCRD research. Eleven of the 13 studies reported small to large magnitude effects when two or more pacing parameters were compared, suggesting that instructional pacing is a robust instructional variable. Brisker instructional pacing with brief inter-trial interval (ITI) produced small increases in correct responding and medium to large reductions in challenging behavior compared with extended ITI. Slower instructional pacing with extended wait-time produced small increases in correct responding, but also produced small increases in challenging behavior compared with brief wait-time. Neither brief ITI nor extended wait-time meets recently established thresholds for evidence-based practice, highlighting the need for further instructional pacing research.
四十多年来对教学节奏的研究得出了各不相同的结果，在某些情况下甚至相互矛盾。这项荟萃分析的目的是综合关于教学节奏的单病例研究设计（SCRD），以确定较快或较慢节奏的相对益处。研究对象是教育环境中的残疾和非残疾儿童及青少年，不包括高等教育阶段。Tau-U是一种用于分析SCRD研究数据的非参数统计量，用于确定效应大小估计值。文献筛选得出13项符合当代高质量SCRD研究标准的教学节奏研究。13项研究中有11项报告称，当比较两个或更多节奏参数时，效应大小为小到中等程度，这表明教学节奏是一个强有力的教学变量。与延长的试验间歇时间（ITI）相比，具有较短ITI的较快教学节奏会使正确反应略有增加，具有挑战性的行为减少幅度为中等至较大。与短暂等待时间相比，具有延长等待时间的较慢教学节奏会使正确反应略有增加，但也会使具有挑战性的行为略有增加。无论是短暂的ITI还是延长的等待时间都未达到最近确立的循证实践阈值，这凸显了进一步开展教学节奏研究的必要性。
