Dugan E, Kamps D, Leonard B
University of Kansas, USA.
J Appl Behav Anal. 1995 Summer;28(2):175-88. doi: 10.1901/jaba.1995.28-175.
We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention.
我们研究了采用合作学习小组作为一种教学策略，将两名自闭症学生融入四年级社会研究课程的情况。基线阶段包括40分钟由教师主导的课程，内容有讲座、与学生的问答和讨论以及地图的使用。干预阶段包括教师用10分钟介绍新材料，随后是合作学习小组，其中包括对关键词和事实的辅导、小组活动以及全班总结和复习。ABAB设计显示，目标学生和同伴在每周的预测试和后测试中获得的项目数量、课程期间学术参与的百分比以及干预期间学生互动的时长均有所增加。
