在普通教育课堂中教发育障碍小学生吸引教师注意：对教师表扬和学业成绩的影响。
Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: effects on teacher praise and academic productivity.
作者信息
Craft M A, Alber S R, Heward W L
机构信息
Special Education Program, College of Education, Ohio State University, Columbus 43210-1172, USA.
出版信息
J Appl Behav Anal. 1998 Fall;31(3):399-415. doi: 10.1901/jaba.1998.31-399.
Abstract
Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, "How am I doing?" or "Look, I'm all finished!" Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of teacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments.
摘要
四名发育障碍四年级学生在普通教育教室做拼写作业时，接受了吸引教师注意的训练。学生们被教导在每节课中向教师展示他们的作业两到三次，并说出诸如“我做得怎么样？”或“看，我全做完了！”之类的话。训练在特殊教育教室进行，包括示范、角色扮演、纠错和表扬。一项针对学生的多基线设计表明，吸引训练增加了：（a）学生吸引教师注意的频率；（b）学生得到教师表扬的频率；（c）工作表项目完成的百分比；以及（d）学生完成拼写作业的准确率。
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