Knapczyk D R
Department of Special Education, Indiana University, Bloomington 47405.
J Appl Behav Anal. 1989 Spring;22(1):77-83. doi: 10.1901/jaba.1989.22-77.
This study investigated the use of videotaped exemplars taken from a regular education mathematics class to teach generalization of question asking. Three mildly handicapped fourth-grade students who asked few questions in the regular education class served as subjects. Measures of the frequency of question asking and percentage of accuracy on assignments were obtained in the regular class. Treatment included showing the videotapes to the subjects, structuring opportunities for rehearsing question asking, and providing feedback. The results showed training procedures implemented in the learning resource room were effective in increasing the level of participants' question asking and in improving their scores on assignments in the regular mathematics class.
本研究调查了使用从常规教育数学课中选取的录像示例来教授提问的泛化。三名在常规教育班级中很少提问的轻度残疾四年级学生作为研究对象。在常规班级中获取了提问频率和作业准确率的测量数据。干预措施包括向研究对象播放录像带、安排提问演练的机会以及提供反馈。结果表明，在学习资源室实施的训练程序有效地提高了参与者的提问水平，并提高了他们在常规数学课作业中的成绩。
