门诊环境下学术任务中准确应答的刺激提示的简要实验分析
Brief experimental analysis of stimulus prompts for accurate responding on academic tasks in an outpatient clinic.
作者信息
McComas J J, Wacker D P, Cooper L J, Asmus J M, Richman D, Stoner B
机构信息
University of Iowa, USA.
出版信息
J Appl Behav Anal. 1996 Fall;29(3):397-401. doi: 10.1901/jaba.1996.29-397.
Abstract
Brief multielement designs were used to examine the effects of specific instructional strategies on accuracy of academic performance during outpatient evaluations of 4 children with learning disorders. Instructional strategies that improved accuracy on academic tasks were identified for all participants. These results suggest that the application of experimental analysis methodologies to instructional variables may facilitate the identification of stimulus prompts that are associated with enhanced academic performance.
摘要
采用简短的多因素设计，在对4名学习障碍儿童进行门诊评估期间，考察特定教学策略对学业成绩准确性的影响。为所有参与者确定了能提高学业任务准确性的教学策略。这些结果表明，将实验分析方法应用于教学变量，可能有助于识别与学业成绩提高相关的刺激提示。
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