Aloia G F, Beaver R J, Pettus W F
Am J Ment Defic. 1978 May;82(6):573-9.
Two ways of increasing the initial interaction among integrated EMR students and their nonretarded classmates in a game-playing situation were examined. Three hundred and four randomly assigned intermediate school students observed classmates about to play a simple game and were asked to select partners and opponents from two pairs of students matched on sex and grade. The experimental pair had 1 EMR student and 1 nonretarded student; the control pair had 2 nonretarded students. The subjects' past knowledge of the pair members served as a covariate in the design to determine whether past knowledge influenced their selections of pair members. Each subject was also provided information regarding the competency level of each pair member in relation to the particular game. Results indicated that the covariate was not a significant factor in the selection process; however, the appended competency statement and the game-playing option were found to be highly significant in influencing selection of the pair members and increasing the selection of the EMR child by his nonretarded classmate.
研究了在游戏情境中增加融合教育的情绪行为障碍（EMR）学生与他们正常发育的同学之间初始互动的两种方法。304名随机分配的中学生观察即将进行简单游戏的同学，并被要求从两对在性别和年级上匹配的学生中选择搭档和对手。实验组有1名EMR学生和1名正常发育的学生；对照组有2名正常发育的学生。在设计中，将受试者对配对成员的既往了解作为协变量，以确定既往了解是否会影响他们对配对成员的选择。还向每个受试者提供了关于每个配对成员在特定游戏方面能力水平的信息。结果表明，协变量在选择过程中不是一个显著因素；然而，附加的能力说明和游戏选项被发现对影响配对成员的选择以及增加正常发育的同学对EMR儿童的选择具有高度显著性。
