Saunders M D, Saunders J L, Saunders R R
Parsons Research Center, Institute of Life Spain Studies, University of Kansas.
Res Dev Disabil. 1993 Jan-Feb;14(1):1-18. doi: 10.1016/0891-4222(93)90002-2.
A technology incorporating bar code symbols and hand-held optical scanners was evaluated for its utility for routine data collection in a special education classroom. A different bar code symbol was created for each Individualized Educational Plan objective, each type of response occurrence, and each student in the first author's classroom. These symbols were organized by activity and printed as data sheets. The teacher and paraprofessionals scanned relevant codes with scanners when the students emitted targeted behaviors. The codes, dates, and approximate times of the scans were retained in the scanner's electronic memory until they could be transferred by communication software to a computer file. The data from the computer file were organized weekly into a printed report of student performance using a program written with commercially available database software. Advantages, disadvantages, and costs of using the system are discussed.
对一种结合条形码符号和手持式光学扫描仪的技术进行了评估，以确定其在特殊教育课堂中进行常规数据收集的效用。为第一作者课堂上的每个个性化教育计划目标、每种反应发生类型和每个学生创建了不同的条形码符号。这些符号按活动进行组织并打印成数据表。当学生表现出目标行为时，教师和辅助专业人员用扫描仪扫描相关代码。代码、日期和扫描的大致时间会保留在扫描仪的电子存储器中，直到通过通信软件将它们传输到计算机文件中。使用商用数据库软件编写的程序，每周将来自计算机文件的数据整理成一份学生表现的打印报告。讨论了使用该系统的优点、缺点和成本。
