Kamps D M, Dugan E P, Leonard B R, Daoust P M
Juniper Gardens Children's Project, University of Kansas, Kansas City 66102.
Am J Ment Retard. 1994 Jul;99(1):60-73.
The use of effective instructional strategies in small groups was investigated to determine learning effects for 24 elementary age students with autism and developmental disabilities. Effective strategies included (a) the use of choral responding; (b) the use of student-to-student responding; (c) the rotation of materials every 5 minutes during the 30-minute group while teaching 2 to 3 concepts; and (d) the use of random, unpredictable trials for student responding. Thirty-minute language groups were targeted to teach receptive and expressive skills using pictures and common objects across five categories (e.g., household items, foods). Results showed increased opportunities to respond, increased levels of responding and academic engagement, higher gains on weekly criterion-referenced pre- and posttests, and decreased passive and inappropriate student behavior during interventions.
研究了在小组中使用有效教学策略对24名患有自闭症和发育障碍的小学生的学习效果。有效策略包括：（a）使用齐声回答；（b）使用学生对学生的回答；（c）在30分钟的小组教学中，每5分钟轮换一次材料，同时教授2至3个概念；（d）使用随机、不可预测的试验让学生回答。30分钟的语言小组旨在通过五类（如家居用品、食物）的图片和常见物品教授接受性和表达性技能。结果显示，在干预期间，学生的回应机会增加、回应水平和学业参与度提高、每周标准参照前测和后测的进步更大，以及被动和不适当的学生行为减少。
