Kamps D M, Barbetta P M, Leonard B R, Delquadri J
Florida International University.
J Appl Behav Anal. 1994 Spring;27(1):49-61. doi: 10.1901/jaba.1994.27-49.
A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.
采用跨被试的多重基线设计并结合反转设计，以检验在融合的普通教育课堂中，全班同伴辅导相对于传统阅读教学对3名高功能自闭症学生及其正常同伴的阅读技能和社交互动时间的影响。传统阅读教学主要由教师主导的教学、学生个体参与和课堂作业组成。全班同伴辅导包括25至30分钟明确规定的教学，在这段时间里，辅导-学习对子在全班范围内共同练习阅读流利度和理解技能。所有学生在阅读教学结束后立即参加15至20分钟的非结构化自由活动。阅读评估结果表明，全班同伴辅导提高了自闭症学生及其同伴的阅读流利度和对阅读理解问题的正确回答率。该程序还增加了自闭症学生和正常同伴自由时间社交互动的总时长，不过个体表现存在差异。
