对于需要密集行为干预的小学学生,实施预防-教导-强化模式
Sofia Ford1, Kwang-Sun Cho Blair2, Rose Iovannone2
1Key Autism Services, Atlanta, GA 30303, USA.
Behavioral sciences (Basel, Switzerland)
|February 23, 2024
概括
基于学校的预防-教学-强化 (PTR) 模型成功地改善了小学学生具有挑战性行为的课堂行为. 这种方法减少了破坏性行为,增加了任务参与度,显示了教师和学生的高度接受度.
科学领域:
- 教育心理学教育心理学
- 行为干预 行为干预
- 特殊教育 特殊教育
背景情况:
- 小学生具有挑战性的行为可能会破坏学习环境.
- 需要有效的,以学校为基础的干预措施来支持具有高水平挑战性行为的学生.
- 预防-教导-强化 (PTR) 模型提供了一种结构化的行为管理方法.
研究的目的:
- 评估基于学校的预防-教导-强化 (PTR) 模型的实施和影响.
- 评估PTR在改善具有挑战性行为的小学学生课堂行为方面的有效性.
- 检查教师和学生对PTR干预的满意度.
主要方法:
- 采用了多个基线跨参与者设计.
- 这项研究涉及两所公立学校的三名小学生及其老师.
- 数据收集包括对学生行为的直接和间接观察以及社会有效性评估.
主要成果:
- 预防-教导-强化 (PTR) 干预导致所有参与的学生在课堂行为显著改善.
- 破坏性行为减少,而在目标和概括设置中任务行为增加.
- 教师和一名学生报告说,他们对PTR模型的目标,程序和结果的接受度和满意度很高.
结论:
- 基于学校的预防-教导-强化 (PTR) 模式是减少小学学生具有挑战性的行为的一个有效干预措施.
- 在学术环境中,PTR对破坏性行为和任务行为都有积极的影响.
- 该干预措施表现出强大的社会价值,表明其在学校的实际应用.
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