Brooks C H, Howard D J
J Sch Health. 1983 Nov;53(9):527-30. doi: 10.1111/j.1746-1561.1983.tb01148.x.
The study's purpose was to assess the effectiveness of an activity-centered health education curriculum designed for regular students on the general health beliefs of special education students. As part of an entire school system evaluation, 92 Learning Disability students and 142 Learning Limitation students were randomly assigned to experimental and control groups. All the students were pretested and subsequently posttested using a 28-item questionnaire based on the Health Belief Model. The analysis of covariance indicated that the activity-centered health education program apparently was effective among the Learning Disability students, but was not effective among students with IQ scores of 80 or below.
该研究的目的是评估一项为普通学生设计的以活动为中心的健康教育课程对特殊教育学生一般健康观念的有效性。作为整个学校系统评估的一部分，92名学习障碍学生和142名学习受限学生被随机分配到实验组和对照组。所有学生都使用基于健康信念模型的28项问卷进行了前测，随后进行了后测。协方差分析表明，以活动为中心的健康教育计划在学习障碍学生中显然是有效的，但在智商得分80或以下的学生中则无效。
