Heward W L, Eachus H T
J Appl Behav Anal. 1979 Fall;12(3):391-400. doi: 10.1901/jaba.1979.12-391.
The effect of an instructional package, which included modeling, reinforcement, and remedial feedback on the rate, accuracy, and topography of sentences composed by four hearing impaired and aphasic children, was examined. In a specially designed classroom, students wrote sentences describing a stimulus picture on acetate sheets placed on the stage of an overhead projector which was built into each student's desk. This arrangement provided the teacher and other students immediate and continuous visual access to each student's sentences. In a multiple baseline design across behaviors, model sentences were projected and token reinforcment and remedial feedback were made contingent upon writing correct sentences containing prenominal adjectives only, then adverbs only, then prenomial adjectives plus adverbs. During baseline all student displayed poor written language skills and seldom wrote sentences containing modifiers. When the instructional package was implemented, all students demonstrated significant increases in response rate, accuracy, and percentage of correct sentences including prenominal adjectives and adverbs.
研究了一种教学方案对四名听力受损和失语儿童造句的速度、准确性和句式的影响，该教学方案包括示范、强化和纠正反馈。在一个特别设计的教室里，学生们在放置于每个学生课桌上的投影仪舞台上的醋酸纤维片上写下描述刺激图片的句子。这种安排使教师和其他学生能够即时且持续地直观看到每个学生写的句子。在一项针对行为的多重基线设计中，先投影示范句子，并且只有当写出仅包含前置形容词的正确句子、然后是仅包含副词的正确句子、再然后是前置形容词加副词的正确句子时，才给予代币强化和纠正反馈。在基线期，所有学生的书面语言技能都很差，很少写出包含修饰语的句子。当实施该教学方案时，所有学生在反应速度、准确性以及包含前置形容词和副词的正确句子百分比方面都有显著提高。
