在与成年学习者一起的教室中实施图片提示和近距离干预:一个案例研究
Todd Haydon1, Christina Carnahan1
1University of Cincinnati, CECH, Teachers College, 2600 Clifton Avenue, Cincinnati, OH ML0022 USA.
Behavior analysis in practice
|July 5, 2024
概括
一个简单的图片提示符和教师接近策略改善了在中学后环境中残疾成人学习者的任务行为. 这种低技术的干预措施被学生和教师都能接受.
科学领域:
- 特殊教育 特殊教育
- 应用行为分析应用行为分析
- 高中毕业后的教育 后中学教育
背景情况:
- 严重残疾的成年学习者通常需要量身定制的教学策略.
- 在中学后的环境中,课堂管理给残疾学生带来了独特的挑战.
- 来自K-12环境的基于证据的实践可能适用于高等教育.
研究的目的:
- 调查图片及时和教师接近干预的有效性.
- 评估对具有重大残疾的成年学习者的任务行为的影响.
- 评估学习者和教师对干预策略的满意度.
主要方法:
- 采用了一个案例研究设计.
- 这项干预涉及到快速拍摄图片和靠近教师的情况.
- 数据收集集中在基线和干预阶段的任务行为间隔.
主要成果:
- 与基线相比,学习者在干预阶段表现出更高的任务行为百分比.
- 学生和教师满意度评分表明,干预是一种可接受的策略.
- 这些发现表明,干预措施在中学后的课堂管理背景下是有效的.
结论:
- 简单的,低技术的先例策略可以有效地改善学生的任务行为.
- 教师可以实施先例策略来支持学生在高等教育中的行为.
- 应用行为分析策略对于包容性小组参与中学后环境是有价值的.
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