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自闭症儿童的课堂干扰行为表现形式多样,文章以积极行为支持理念为指导,通过功能分析发现自闭症儿童的课堂干扰行为主要功能特点是正强化、负强化及感觉调整或感觉刺激,并基于此对其干预策略进行了初步探讨,提出了：先行控制,建立预防机制;行为控制,转变不良行为;综合训练,提高沟通技能等干预策略。 相似文献
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研究使用跨行为撤回实验设计,以功能性行为评估为基础,在培智学校自然教学情境下对一名智障儿童严重的课堂问题行为进行积极干预.研究在自然教学情境下对被试课堂问题行为的功能进行分析,并以此为依据制定并实施以积极行为支持导向的干预.视觉分析、简化时间序列的C统计与社会效度分析结果表明,以功能性行为评估为基础的前事控制、后果控制等干预策略在改善智障儿童课堂问题行为中显示出良好效果. 相似文献
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文章利用访谈法、ABC实验法和教育实验法对个案进行研究,测试正向行为支持法对一名义务段自闭症学生进行行为问题干预效果。结果表明,实验期干预效果明显,追踪期有反弹迹象。因此,需多增添感官刺激类课程,如加入适量的蒙氏康复课程;前事控制策略是最能控制孩子行为的策略,应给孩子安排合适的活动和教学;干预过程中关注策略效果最好,后期任教教师可以多对孩子进行关注;多与家长沟通,避免教育的不一致引发孩子的其它不良行为的发生。 相似文献
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注意缺陷多动症儿童存在注意易分散、多动、冲动等典型特征,在课堂教学中常表现出多种问题行为,影响自身和他人的学习以及正常教学活动地开展。文章试图从介绍积极行为支持的基本理论入手,从行为功能分析角度探讨如何对该类儿童的多种问题行为进行分类,并运用积极行为支持的方法对不同类型行为提出干预建议,以期为改善注意缺陷多动症儿童的课堂表现提供参考。 相似文献
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自伤行为是指故意在自己身上造成伤害,该行为问题存在于多类儿童身上,极大地影响儿童的身心健康,也对教师有效的课堂管理提出了挑战.从积极行为支持的角度来看,学生课堂自伤行为具有三大功能:正强化、负强化、感觉刺激或感觉调整功能.文章在对自伤行为功能分析的基础上,针对学生课堂自伤行为的干预策略进行了探讨,最后,提出了事前控制,防患于未然;口语提示,培养沟通技能;区别强化,培养合适替代行为等干预策略. 相似文献
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<正>积极行为支持(Positive Behavior Support)起源于20世纪80年代末90年代初的美国,是一种对个体行为干预的系统化方法。一、积极行为支持的发展积极行为支持的产生基于社会需求和技术进步双重力量的推动。 相似文献
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行为消失是儿童行为矫正中的原理与方法之一,行为消失的成功运用可以减少或终止儿童生活中的问题行为。本文运用具体事例探讨行为消失在儿童教育中的具体运用。 相似文献
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行为消失是儿童行为矫正中的原理与方法之一,行为消失的成功运用可以减少或终止儿童生活中的问题行为。本文运用具体事例探讨行为消失在儿童教育中的具体遥用。 相似文献
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为了研究行为模拟教学在“组织行为学”教学中的效果,在近期教学中,我们作了尝试与研究。教学时,模仿现实情境,在教师的指导下,由学生以小组形式体验角色。实践证明,行为模拟教学方法有利于培养学生的学习兴趣和团队精神,提高解决实际问题的能力。 相似文献
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Susan P. Lollis 《Child development》1990,61(1):99-103
The influence of maternal preseparation behavior on children's separation behavior was investigated. 72 (36 female, 36 male) 15-18-month-olds met with same-gender age-mates for an 8-min play and 4-min separation session. During the play period, mothers were instructed to interact extensively or minimally with their children, or were given no instructions except to interact normally. The noninstructed group was later divided into an extensive and a minimal group. During the separation period, the effect of previous amount of maternal interaction varied according to mothers' instructions and the gender of the children. Children with mothers who were instructed to interact minimally displayed distress sooner and played less with their age-mates than children with noninstructed minimally interacting mothers. Males with minimally interacting mothers spent more time unoccupied and less time playing alone than did females. The findings demonstrate the varying influence that different instructions to mothers may have on children's separation behavior. 相似文献
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导致学生不道德行为发生的原因很多。从教师不道德行为的角度审视学生不道德行为,以期引起教师群体对自身行为的密切关注。鉴于国内教育理论和实践界对不道德行为的认识比较混乱,厘定“不道德行为”概念。 相似文献
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田荔 《上海师范大学学报(哲学社会科学版)》2007,36(2):128-132
语言行为是交际的主导因素，非语言行为是语言行为的重要辅助手段。跨文化交际中，保持两者的和谐一致是交际双方都应遵循的原则。文章拟在非语言交际行为及其与语言交际行为之关系论述的基础上，阐述两者之间相互冲突的一面，并对于如何避免冲突、保持两者间的和谐进行深入的探讨和分析。 相似文献
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功能性行为评估是在应用行为分析的基础上逐步发展起来的一种新的评估方法。本文对功能性行为评估的理论假设和基本操作流程进行了介绍,并在此基础上从对待挑战性行为的态度、评估的侧重点以及干预措施等角度比较了功能性行为评估与传统评估方法的异同。 相似文献
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Morris L. Cogan 《Journal of Experimental Education》2013,81(2):89-105
This experiment investigated the effects of progress self-monitoring on children’s achievement and percepts of self-efficacy in the context of mathematical competency development. Children lacking subtraction skills received didactic instruction in subtraction and practice opportunities. Some children (self-monitoring) monitored their own progress after each training session, whereas others (external monitoring) had their progress monitored by an adult. A third group received no monitoring. Results showed that self- and external monitoring led to significantly higher percepts of efficacy, skill, and persistence compared with no monitoring. The two progress monitoring conditions did not differ significantly on these measures. The utility of self-monitoring procedures in actual classrooms is discussed. 相似文献
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Dennis W. C. Liu 《CBE life sciences education》2014,13(3):363-368
Plants are a huge and diverse group of organisms ranging from microscopic marine phytoplankton to enormous terrestrial trees. Stunning, and yet some of us take plants for granted. In this plant issue of LSE, WWW.Life Sciences Education focuses on a botanical topic that most people, even biologists, do not think about—plant behavior.Plants are a huge and diverse group of organisms (Figure 1), ranging from microscopic marine phytoplankton (see http://oceandatacenter.ucsc.edu/PhytoGallery/phytolist.html for beautiful images of many species) to enormous terrestrial trees epitomized by the giant sequoia: 300 feet tall, living 3000 years, and weighing as much as 3000 tons (visit the Arkive website, www.arkive.org/giant-sequoia/sequoiadendron-giganteum, for photos and basic information). Stunning, and yet some of us take plants for granted, like a side salad. We may see plants as a focal point during the blooming season or as a nice backdrop for all the interesting things animals do. For this plant issue of CBE—Life Sciences Education, I am going to focus on a botanical topic that most people, even biologists, do not think about—plant behavior.Open in a separate windowFigure 1.Plants are very diverse, ranging in size from microscopic plankton (left, courtesy of University of California–Santa Cruz Ocean Data Center) to the biggest organisms on our planet (right, courtesy Arkive.org).Before digging into plant behavior, let us define what a plant is. All plants evolved from the eukaryotic cell that acquired a photosynthetic cyanobacterium as an endosymbiont ∼1.6 billion years ago. This event gave the lineage its defining trait of being a eukaryote that can directly harvest sunlight for energy. The cyanobacteria had been photosynthesizing on their own for a long time already, but this new “plant cell” gave rise to a huge and diverse line of unicellular and multicellular species. Genome sequences have shed light on the birth and evolution of plants, and John Bowman and colleagues published an excellent review titled “Green Genes” several years ago in Cell (www.sciencedirect.com/science/article/pii/S0092867407004618#;
Bowman et al., 2007 ). The article has concise information on the origin and evolution of plant groups, including helpful graphics (Figure 2). Of course, plants were classified and subdivided long before DNA analysis was possible. The Encyclopedia of Earth (EOE) is a good website for exploring biological diversity and has an article on plants (www.eoearth.org/view/article/155261) that lays out the major plant groups and their characteristics. It states that there are more than 400,000 described species, a fraction of the estimated total number.Open in a separate windowFigure 2.Genomic analysis has illuminated the relationship among the many species of plants, as illustrated in this phylogeny of three major plant groups from Bowman et al. (2007 , p. 129).The venerable Kew Gardens has an excellent website (Figure 3) that includes extensive pages under the tab Science and Conservation (www.kew.org/science-conservation). It is a beautifully organized website for exploring plant diversity and burrowing into the science of plants, and includes an excellent blog. Ever wonder how many different kinds of flowers there are? You can find out by visiting their feature titled, “How Many Flowering Plants Are There in the World?” There is an interesting video feature on coffee, which describes how only two species out of more than a hundred have come to dominate coffee production for drinking. As the monoculture in Ireland led to the potato blight, a lack of genetic diversity in today''s coffee plants is threatening the world''s coffee supply with the onset of climate change. The possibility of life without coffee is a call to action if ever I have heard one.Open in a separate windowFigure 3.Kew Gardens has a large and informative website that should appeal to gardeners and flower lovers, as well as more serious botanists and ecologists.Classification of plants is challenging for students and teachers alike. Perhaps understandable, given that plants constitute an entire kingdom of life. For an overview, have students read the EOE article as well as the Bowman Cell article to appreciate the enormity and diversity of the organisms we call plants. The EOE article is reproduced on the Encyclopedia of Life website (http://eol.org/info/449), an excellent context for further exploration of diverse plant species. As we probe the topic of plant behavior, the examples will be drawn from the vascular plants that include the many familiar plants commonly called trees, shrubs, flowers, vegetables, and weeds.Plants do respond to changes in their environment, but is it fruitful or scientifically valid to say that they have behavior? They lack muscles and nerves, do not have mouths or digestive systems, and are often literally rooted in place. A growing number of plant biologists have embraced the term behavior, as demonstrated by the journal devoted to the subject, Plant Behavior. Their resources page (www.plantbehavior.org/resources.html) is a good place to get oriented to the field.As in so many things, Darwin anticipated important questions concerning the movement of plants, despite the difficulties in observing plant behavior, and in 1880 he published The Power of Movement in Plants. The Darwin Correspondence Project website has a good treatment of Darwin''s work on plants, with interesting anecdotes relating to how he collaborated with his son Francis on this work late in his career (www.darwinproject.ac.uk/power-of-movement-in-plants). You can download Chapter 9 of the book and some of the correspondence between Darwin and his son. The entire book is available at http://darwin-online.org.uk/content/frameset?itemID=F1325&viewtype=text&pageseq=1, or in various e-reader formats at the Project Gutenberg website (http://www.gutenberg.org/ebooks/5605). The PBS NOVA website, has a feature covering several of Darwin''s “predictions,” including one in which he noted the importance of plant and animal interactions. He famously predicted that a Madagascar orchid (Angraecum sesquipedale), which has a long narrow passage to its nectar stash, must have a long-tongued pollinator. In 1903, biologists identified the giant hawkmoth, with a 12-inch-long proboscis, as the pollinator predicted by Darwin (www.pbs.org/wgbh/nova/id/pred-nf.html).Darwin recognized that plants mostly do things on a timescale that is hard for us to observe, so he devised clever ways to record their movements. Placing a plant behind a pane of glass, he marked the plant''s position on the glass over time using a stationary reference grid placed behind the plant. Darwin transferred the drawing to a sheet of paper before cleaning the glass for the next experiment (Figure 4). By varying the distance between the plant, the reference points, and the glass, he magnified apparent distances to detect even small plant movements over periods as short as minutes. High-definition time-lapse photography and other modern techniques have extended Darwin''s observations in some compelling directions.Open in a separate windowFigure 4.One of Darwin''s drawings that can be found on the Darwin Correspondence Project Web pages devoted to his book The Power of Movement in Plants. For this figure, the position of the cotyledons of a Brassica was marked on a glass plate about every 30 min over a period of more than 10 h.A recent episode of the PBS Nature series, “What Plants Talk About,” epitomizes the increased interest in plant behavior and, unfortunately, some of the hyperbole associated with the field. The time-lapse video sequences and associated science are fascinating, and the entire program can be viewed on the PBS website at http://video.pbs.org/video/2338524490. The home page for the program (Figure 5; www.pbs.org/wnet/nature/episodes/what-plants-talk-about/introduction/8228) has two short video clips that are interesting. The video titled “Dodder Vine Sniffs Out Its Prey” is nicely filmed and features some interesting experiments involving plant signaling. It might be instructive to ask students to respond to the vocabulary used in the narration, which unfortunately tries to impart intent and mindfulness to the plant''s activities, and to make sensible experimental results somehow seem shocking. The “Plant Self-Defense” video is a compelling “poison pill” story that needs no narrative embellishment. A plant responds to caterpillars feeding on it by producing a substance that tags them for increased attention from predators. Increased predation reduces the number of caterpillars feeding on the plants. The story offers a remarkable series of complex interactions and evolutionary adaptations. Another documentary, In the Mind of Plants (www.youtube.com/watch?v=HU859ziUoPc), was originally produced in French. Perhaps some experimental interpretations were mangled in translation, but the camera work is consistently excellent.Open in a separate windowFigure 5.The Nature pages of the PBS website have video clips and a short article, as well as the entire hour-long program “What Plants Talk About.” The program features fantastic camera work and solid science, but some questionable narration.Skepticism is part and parcel of scientific thinking, but particular caution may be warranted in the field of plant behavior because of the 1970s book and documentary called The Secret Life of Plants (www.youtube.com/watch?v=sGl4btrsiHk). The Secret Life of Plants was a sensation at the time and was largely responsible for the persistent myths that talking to your plants makes them healthier, that plants have auras, and that plants grow better when played classical music rather than rock. While the program woke people up to the notion that plants indeed do fascinating things, the conclusions based on bad science or no science at all were in the end more destructive than helpful to this aspect of plant science. Michael Pollan, author of The Botany of Desire and other excellent plant books, addresses some of the controversy that dogs the field of plant behavior in an interview on the public radio program Science Friday (http://sciencefriday.com/segment/01/03/2014/can-plants-think.html). His article “The Intelligent Plant” in the New Yorker (www.newyorker.com/reporting/2013/12/23/131223fa_fact_pollan?currentPage=all), covers similar ground.The excellently understated Plants in Motion website (http://plantsinmotion.bio.indiana.edu/plantmotion) is a welcome antidote to some of the filmic excesses. The site features dozens of low-definition, time-lapse videos of plants moving, accompanied by straightforward explanations of the experimental conditions and some background on the plants. The lack of narration conveys a refreshing cinema verité quality, and you can choose your own music to play while you watch. Highlights include corn shoots growing toward a light bulb, the rapid response of a mimosa plant to a flame, vines twining, and pumpkins plumping at night. You may have driven past a field of sunflowers and heard the remark that the heads follow the sun, but that is a partial truth. The young buds of the early plants do track the sun, but once they bloom, the tall plants stiffen and every head in the field permanently faces … east! The creators of Plants in Motion curated an exhibit at the Chicago Botanic Gardens called sLowlife (Figure 6). The accompanying video and “essay” (http://plantsinmotion.bio.indiana.edu/usbg/toc.htm) are excellent, featuring many interesting aspects of plant biology.Open in a separate windowFigure 6.sLowlife is an evocative multimedia essay designed to accompany an exhibit installed at the Chicago Botanic Gardens. It features text and video that reveal interesting aspects of plant biology.High-definition time-lapse photography is far from the only tool available to reveal hard-to-observe activities of plants. Greg Asner and colleagues at the Carnegie Airborne Observatory are using informatics to study the dynamic lives of plants at the community ecology level. The Airborne Observatory uses several impressive computer- and laser-enabled techniques (http://cao.stanford.edu/?page=cao_systems) to scan the landscape at the resolution of single leaves on trees and in modalities that can yield information at the molecular level. These techniques can yield insights into how forests respond to heat or water stress or the introduction of a new species. The site has a gallery of projects that are best started at this page: http://cao.stanford.edu/?page=research&pag=5. Here, they are documenting the effect of the Amazon megadrought on the rain forest. The very simple navigation at the top right consists of 15 numbered squares for the different projects. Each project is worth paging through to understand how versatile these aerial-mapping techniques are. They also have six buttons of video pages (http://cao.stanford.edu/?page=videos) that give you a feel for what it might be like to be in the air while collecting the data (Figure 7).Open in a separate windowFigure 7.The Carnegie Airborne Observatory is a flying lab that can collect real-time aerial data on forests at resolutions smaller than a single leaf on a tree.If this Feature seems to have been too conservative about whether plants have behavior, visit the LINV blog (www.linv.org/blog/category/plant-behavior) of the International Laboratory for Plant Neurobiology. The term “plant neurobiology” may be going too far, but the website presents some interesting science. Another fascinating dimension of plant “behavior” is seed dispersal, from seeds that can burrow, to seeds that “fly,” to seeds that are shot like bullets. A couple of websites have some good information and photos of the myriad designs that have evolved to take advantage of air currents for seed dispersal; see http://waynesword.palomar.edu/plfeb99.htm and http://theseedsite.co.uk/sdwind.html. The previously mentioned PBS Nature series also produced a program on seeds, “The Seedy Side of Plants,” which you can view at www.pbs.org/wnet/nature/episodes/the-seedy-side-of-plants/introduction/1268. ChloroFilms, a worldwide competition for plant videos, is now in its fourth season, with some really good videos (www.chlorofilms.org). If you love plants, work with plants, or have insights into plant biology, you should consider submitting a video! 相似文献