Cole D A, Meyer L H, Vandercook T, McQuarter R J
Am J Ment Defic. 1986 Sep;91(2):160-9.
The impact of teachers' verbal interventions upon the dyadic social interactions between 40 elementary school children with severe mental retardation and their regular-education peers was investigated. All interactions occurred in the context of a structured program designed to facilitate social interactions. Half of the dyads were further instructed in specific cooperative play behavior. Students' and teachers' behaviors were coded. Results showed that the intervention initially positively affected various social play behavior; however, these effects diminished or reversed themselves as the intervention continued. The possibility was discussed that early teacher intervention may improve interactions between peers with and without severe handicaps but should be withdrawn over time, allowing students to resolve interpersonal difficulties on their own.
研究了教师言语干预对40名重度智力障碍小学生与其普通教育同伴之间二元社会互动的影响。所有互动均发生在旨在促进社会互动的结构化项目背景下。其中一半的二元组还接受了特定合作游戏行为的指导。对学生和教师的行为进行了编码。结果表明，干预最初对各种社会游戏行为产生了积极影响；然而，随着干预的持续，这些影响逐渐减弱或逆转。讨论了一种可能性，即早期教师干预可能会改善有严重残疾和无严重残疾同伴之间的互动，但随着时间的推移应撤回干预，让学生自己解决人际困难。
