Knapczyk D R, Livingston G
J Appl Behav Anal. 1974 Spring;7(1):115-21. doi: 10.1901/jaba.1974.7-115.
This study investigated a teacher-implemented prompting procedure for training students to ask questions. Two special-class (EMR) students who asked no questions were selected as subjects. Baseline data were also collected on reading comprehension and on-task behavior, and these suggested decreasing levels of performance. The results indicated that prompting was effective for initiating question-asking. In addition, increased levels of reading comprehension and on-task behavior were observed.
本研究调查了一种由教师实施的用于训练学生提问的提示程序。选取了两名从不提问的特殊班级（中重度智障）学生作为研究对象。同时还收集了阅读理解和任务执行行为的基线数据，结果显示这些方面的表现水平呈下降趋势。研究结果表明，提示对于激发学生提问是有效的。此外，还观察到阅读理解水平和任务执行行为有所提高。
