使用自我监测来增加行为特定的赞美在小学教室
Jasmine Justus1, Brittany L Hott1, Sarah Heiniger1
1University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019 USA.
Behavior analysis in practice
|September 8, 2023
概括
自我监测是一种有效的策略,可以提高教师在课堂上使用行为特异性赞美 (BSP). 这种简单的干预可以促进教育工作者的积极强化实践,有利于学生的行为和学习环境.
科学领域:
- 教育心理学教育心理学
- 课堂管理 课堂管理
- 应用行为分析应用行为分析.
背景情况:
- 教师需要实用,基于证据的策略来实现课堂实施.
- 行为特异性称赞 (BSP) 是有效课堂管理的关键组成部分.
- 之前的研究表明了自我监测干预的潜力.
研究的目的:
- 调查自我监测作为独立干预措施的有效性,以增加教师使用行为特异性赞扬 (BSP).
- 为了确定是否可以有效地实施自我监测的教育工作者在内容区域的班级和在过渡期间.
主要方法:
- 在参与者设计中采用了单个案例的多重基线.
- 参与者 (教育工作者) 使用手表计数器自我监测他们使用BSP的情况.
- 数据收集发生在内容区指令和概括阶段 (过渡) 期间.
主要成果:
- 教师在实施自我监测时,表现出BSP的增加率.
- 与干预阶段相比,在一般化阶段,每分钟BSP的速度显著更高.
- 自我监测被证明是提高BSP的成本和时间效率的方法.
结论:
- 自我监测是一种可行的和有效的策略,用于增加教育工作者使用行为特异性的赞美.
- 该干预措施很容易实施,并且可以在不同的课堂环境 (教学和过渡) 中进行概括.
- 这种方法为加强教育环境中的积极行为支持提供了一个实际的解决方案.
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