Singh N N, Singh J
J Appl Behav Anal. 1984 Spring;17(1):111-9. doi: 10.1901/jaba.1984.17-111.
Academic behaviors can be enhanced through the manipulation of either consequent or antecedent stimuli. In this study, we evaluated the effects of manipulating two antecedent stimulus events with respect to oral reading errors and self-corrections of four mentally retarded children. Using an alternating treatments design, the effects of previewing the target text and previewing an unrelated test were evaluated against no- previewing . In the first previewing condition, the teacher discussed the target text with the children before they were required to read it orally. The same procedure was used in the other previewing condition but with the provision that an unrelated text was previewed . Oral reading errors decreased and self-corrections increased when the children previewed the target text with their teacher before reading it orally. No changes were observed as a result of implementing the other two procedures, previewing an unrelated text and no- previewing . The results, which were consistent across all four children, showed that reading proficiency can be increased by manipulating antecedent stimulus events prior to oral reading.
通过对后续或先行刺激的操控,可以增强学业行为。在本研究中,我们评估了操控两个先行刺激事件对四名智力障碍儿童口头阅读错误和自我纠正的影响。采用交替治疗设计,将预览目标文本和预览无关测试的效果与不预览进行对比评估。在第一个预览条件下,教师在要求孩子们口头阅读目标文本之前,先与他们讨论该文本。在另一个预览条件下采用相同程序,但规定预览的是无关文本。当孩子们在口头阅读之前与教师一起预览目标文本时,口头阅读错误减少,自我纠正增加。实施其他两个程序(预览无关文本和不预览)则未观察到变化。所有四名儿童的结果均一致,表明通过在口头阅读之前操控先行刺激事件,可以提高阅读能力。