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1.
Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most‐to‐least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one‐to‐one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most‐to‐least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most‐to‐least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion.  相似文献   

2.
Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes.  相似文献   

3.
Children with profound hearing loss often do not have the same prelinguistic opportunities for social and communication interaction as peers with typical hearing and benefit from structured opportunities to learn these skills. This study examined the effect of two interventions to improve the communicative and social skills of four preschoolers with hearing loss in two learning environments: a preschool for children who are deaf (oral approach) and an inclusive regular preschool. A social story with a verbal prompt was provided before play (Intervention 1), and a social story with a teacher prompt and verbal prompting and reinforcement during play were provided (Intervention 2). A single-subject design revealed that in the inclusive settings, three of the four participants increased verbal comments and play turns in Interventions 1 and 2, although some changes were slight. In the oral preschool classroom, two showed improvements in target behaviours with both interventions. Generalisation of skills occurred in two participants. Additionally, all participants generalised some vocabulary from their social story to play. Implications for teaching young children with hearing loss who are oral in inclusive classrooms are discussed.  相似文献   

4.
The purpose of this study was to evaluate the effectiveness of visual activity schedules on the behaviour of four students with moderate autism during transitions within a self-contained classroom. Generalisation measures included pre-tests and post-tests with novel stimuli and novel visual activity schedule pictures. This A-B-A-B withdrawal design study replicated and expanded parts of a study by MacDuff, Krantz, and McClannahan and another by Bryan and Gast. Students were trained to use visual activity schedules using the system of least prompts. Results indicated that, in the presence of visual activity schedules, all participants increased independence during transitions. Pre-test/post-test data revealed generalisation of visual activity schedules with novel stimuli and novel visual activity schedule pictures across participants. Implications for practitioners and for future research are discussed.  相似文献   

5.
This study was conducted to increase peer‐to‐peer social skills using direct instruction of two elementary students diagnosed with autism. Two participants and a peer were trained to initiate, share and respond to each other and to the peer. A multiple‐baseline design across participants was used to determine the effects of the direct instruction strategy. Results indicated increased social initiations in both participants and sharing behaviours in one of the participants, but no increases in responses in both participants. Implications for practitioners and for future researchers are discussed.  相似文献   

6.
Ten first grade students who had responded poorly to a Tier 2 reading intervention in a response to intervention (RTI) model received an intervention of video self‐modeling to improve decoding skills and sight word recognition. Students were video recorded blending and segmenting decodable words and reading sight words. Videos were edited and viewed a minimum of four times per week. Data were collected twice per week using curriculum‐based measures. A single subject multiple baseline across participants design was used. Results indicated an increase in decoding skills and sight word recognition for all participants. A 2‐week posttest maintenance assessment showed retention or increases for 70 percent of participants. Results from the study offer promise for a specific intervention that may reach particular students who respond poorly to Tier 2 reading instruction.  相似文献   

7.
Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple‐baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth‐grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodicals, Inc.  相似文献   

8.
Abstract

The purpose of this pilot study was to examine and refine an oral narrative intervention addressing personal narratives of children with autism spectrum disorder (ASD) and severe language impairment. A multiple baseline across participants design investigated the effect of the intervention on the macrostructure of personal narratives. Three five–six year olds participated in a 1:1 intervention that targeted the where, who with, what and feelings of personal narrative. Intervention included macrostructure icons, pictures, modelling and participants telling the entire narrative. Participants received training with two or three narratives each session. The intervention was effective for all three participants. Two participants showed evidence of maintenance and generalisation across settings. The results show that children with autism and severe language impairment may benefit from oral narrative intervention targeting the macrostructure of personal narrative. These results are consistent with previous findings. Areas for future research include investigation of generalisation across people.  相似文献   

9.

This study investigated whether accessing conflicting claims in other documents by means of hyperlinks embedded within currently read documents may facilitate conflict detection and source-content integration. Norwegian undergraduates (n?=?85) read multiple conflicting documents on a controversial health-related issue, with half of the conflicting claims across documents hyperlinked and the other half not. Moreover, half of the participants were told that they would get more information by clicking on the links (weak prompting condition) while the other half were additionally told that clicking on the links was necessary to get a more complete understanding of the issue (strong prompting condition). Results indicated that the extent to which participants accessed conflicting claims in other documents via the hyperlinks was positively related to their detection of cross-document conflicts as well as their integration of source-content information. A mediational analysis indicated that conflict detection mediated the effect of accessing conflicting claims via the hyperlinks on source-content integration. No relationship was found between the prompting condition and participants’ selection of the hyperlinks. The theoretical significance as well as the practical value of our findings are discussed.

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10.
This study was designed to identify and validate essential teaching practices needed by both general and special educators to successfully educate students with mild handicaps in general classrooms. An interdisciplinary panel of 105 experts, evenly divided into university-based and field-based participants from 35 states, identified 96 of 125 practices in six categories as being essential for effective teaching of mainstreamed students with mild handicaps. Based on a two-round Delphi procedure, a substantial majority (82%) of these teaching practices were seen as being essential for both general and special educators across all six rated categories. Panel ratings were significantly higher for special educators than general educators on four of the six categories. No significant differences in ratings were found for university-based versus field-based panelists, or for field-based panelists who were professionals directly involved in elementary or secondary teaching roles versus administrators, supervisors, and consultants. Based on essential teaching practices validated in this study, implications for preservice teacher preparation and staff development programs for general and special educators are discussed.  相似文献   

11.
Students with disabilities often struggle with writing tasks. In order to improve the written expression performance of high school students with deficits in written expression, a Direct Instruction writing program was implemented. The participants were six high school students in programs for individuals with learning disabilities. Three of the six students were served in programs for students who are English Language Learners. Using a multiple‐probe across‐participants design, the effect of the writing program was examined. The intervention was implemented over a 5‐week period with maintenance checks conducted 2 and 4 weeks after the termination of instruction. Results were variable, but there appeared to be a positive trend in student writing performance as measured by correct word sequence, length of text, and the TOWL‐3. Implications for practice and future directions are also provided.  相似文献   

12.
The purpose of this study was to evaluate the effectiveness of a procedure for teaching parents of mildly retarded children to be home reading tutors and to examine generalization of the children's acquired skills from the home to the school setting. The parent‐tutor procedures were based on Glynn, McNaughton, Robinson and Quinn (1979). Four children aged 8 to 10 years, attending a special class, participated in the project. The reading tutor training procedure was implemented in a multiple baseline across participants design. Tutor behaviours measured were attention to errors, delayed attention, modelling, prompting and the use of praise; child reading behaviours assessed were accuracy of reading, number of errors, self‐corrections and prompted corrections. During intervention and maintenance phases substantial increases in targeted tutor behaviours and corresponding improvements in child reading behaviours were observed. Improvements in the children's home reading behaviours, particularly self‐correcting, generalized to the classroom setting.  相似文献   

13.
This investigation examined the effects of currently available word prediction software programs that support phonetic/inventive spelling on the quality of journal writing by six students with severe writing and/or spelling difficulties in grades three through six during a month‐long summer writing program. A changing conditions single‐subject research design was used and replicated across the participants. Using a daily writing prompt, students alternated between Co:Writer, WordQ, and WriteAssist word prediction programs. The results provided evidence for the effectiveness of various word prediction programs over word processing, and demonstrated improvements in spelling accuracy across conditions. Relative gains in the total number of words and composition rate were modest for the majority of the participants and should be interpreted with caution due to several methodological issues. The social validity interviews revealed that all students enjoyed the word prediction programs and found them beneficial. Study limitations and recommendations for future research are discussed.  相似文献   

14.
This study investigated effects of reading medium (print vs. digital) on integrative processing and integrated understanding of an illustrated text on human sexuality, as well as whether reading medium indirectly affected integrated understanding via integrative processing. Participants were 100 undergraduate and graduate students in educational sciences. Integrative processing was indicated by participants’ gaze transitions between complementary textual and pictorial parts of the document during reading, and integrated understanding was indicated by participants’ integration of textual and pictorial information in post-reading written responses. Results showed that participants who read the illustrated text on paper displayed more integrative processing during reading than did participants who read exactly the same text on a computer. In turn, integrative processing positively affected comprehension performance, resulting in a mediated effect of reading medium on comprehension via integrative processing. There was no main effect of reading medium on integrated understanding, however. Also, prompting participants to pay attention to both text and illustration as well as their relationship did not have any main effects on integrative processing or integrated understanding; nor were there any interaction effects of reading medium with instructional prompt on integrative processing or integrated understanding. These results are discussed in terms of the insights they offer into reading medium effects on processing and comprehension, as well as in terms of the directions they suggest for future research in this area.  相似文献   

15.
互动式教学是一种新型的教学理论,是师生间知识与情感的畅通交流,其目的是活跃课堂气氛,调动学生兴趣参与教学,形成良性循环。为此,教师必须以学生为主体,激发学生的求知欲,努力营造一个宽松、愉快的课堂场景,设计出一套互动策略,采用灵活的方法,提高互动效果。  相似文献   

16.
Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives. This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current literature base by using prompting, specifically LtM with the additional requirement of teacher-child proximity and teacher-child eye level prior to beginning the prompt sequence, which is consistent with recommended practice in early childhood (Copple and Bredekamp, Developmentally appropriate practice in early childhood programs (revised edition), National Association for the Education of Young Children, Washington, DC, 2009). The participants consisted of 6 preschool teachers, with varying levels of education and experience, across 2 different early childhood classrooms. Teacher prompts and children's completion of teacher directives were measured during free choice center time. Results were consistent with previous research in that compliance to teacher directives increased in preschool children with the implementation of the LtM.  相似文献   

17.
The purpose of this study was to examine the effects that a self-monitoring strategy, plus a tactile prompting device, had upon the on-task and oral reading fluency behaviors of students with emotional and/or behavioral disabilities in the general education setting when used during whole group reading instruction. A multiple-baseline across pairs of participants design was used to evaluate the effects of the intervention. The results show that all four participants increased their on-task behavior during whole group reading instruction after being taught how to use the self-monitoring strategy, and their on-task behavior results were more similar to their peers' during the intervention condition. In addition, all students showed meaningful gains in oral reading fluency after being taught to self-monitor during whole group reading instruction when compared to baseline levels. Generalization probe data were taken during teacher-led, small group reading instruction. Although there were slight increases in performance for each of the target students after using the intervention for at least one week, these results should be interpreted with caution and should be further examined with future research.  相似文献   

18.
A well defined line of research has been conducted on the role of self-efficacy (Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.) in teaching and learning environments. The purpose of this study was to examine the effect of Laboratory-Based (LB) and Field-Based (FB) practicum experience on pre-service teachers' efficacy levels within one Physical Education Teacher Education program. The participants were 59 undergraduate students who were placed into two groups, LB design (n = 31) and FB design (n = 28). A quasi-experimental design with two levels of treatment and no control group was implemented. Both groups were administered a version of the Teacher Efficacy Scale (TES) adapted for physical education teachers at four stages of their preservice program: (1) at or near entry; (2) at the start of their methods course sequence; (3) at the end of the methods course sequence, just prior to student teaching; and (4) at program completion. Results from a Repeated Measures ANOVA indicated significant differences between groups on one facet of teacher efficacy at Stages 2 and 3. Those differences are attributed to the differing levels of authentic teaching practice between groups, and the challenges posed to each group of preservice teachers prior to student teaching. By the end of student teaching, both groups' efficacy levels were essentially equal, perhaps due to the similarly high level of authenticity across all subjects in that key experience. This study also highlights the importance of on-going, appropriate and authentic challenges in eventually establishing strong and stable efficacy levels among preservice teachers  相似文献   

19.
In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5–16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants’ reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.  相似文献   

20.
Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning was associated with preservice physics teachers' SRL-based lesson design. The participants in this study were 132 preservice physics teachers during the practicum phase of their teacher education at four major research universities. Results indicated that preservice teachers who contemplated both problematic and successful experiences developed better SRL lesson-designing skills compared to preservice teachers who contemplated only problematic experiences. This study provides a new outlook for linking collaborative learning from problematic and successful experiences as a means of nurturing teachers' SRL, as well as suggesting implications and further research avenues.  相似文献   

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