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评估使用替代座位对幼儿园儿童有情绪和行为障碍风险的使用
Corinne Elicia Bloom-Williams1, Kimberly A Crosland1, Asha A Fuller1
1Department of Child and Family Studies, University of South Florida, Tampa, FL USA.
Behavior analysis in practice
|July 5, 2024
概括
替代座位选择,如稳定和摇椅,改善了幼儿园学生的座位行为,这些学生有情绪和行为障碍 (EBD) 的风险. 在任务上的行为也增加了,尽管有一些变化.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
- 儿童发展 儿童发展
背景情况:
- 患有或有情绪和行为障碍 (EBD) 的儿童经常表现出具有挑战性的课堂行为,包括难以保持注意力和保持坐着.
- 具有挑战性的行为可能会对学校环境中的学术经验和社会互动产生负面影响.
- 替代座位是一种先例操纵策略,旨在减轻教育环境中具有挑战性的行为.
研究的目的:
- 评估稳定性子和子摇椅在改善座位和任务行为方面的有效性.
- 评估替代座位对被确定为患有EBD或处于EBD风险的幼儿园学生的影响.
- 为了比较不同类型的替代座位的有效性.
主要方法:
- 采用了一个准实验性设计,涉及三名患有EBD风险的幼儿园参与者.
- 这项研究比较了标准课堂椅子与替代座位选择 (稳定性子和子摇椅) 对学生行为的影响.
- 数据收集的重点是座位上的行为和任务上的行为,教师和学生的偏好也被记录下来.
主要成果:
- 与标准椅子相比,所有参与者在使用稳定性子和子摇椅时,在座位上的行为显著改善.
- 在所有参与者中,任务处理行为都有所改善,尽管有两名学生表现出可变的改善.
- 教师表示他们更喜欢稳定性,而学生的偏好则分为和摇选项.
结论:
- 替代性座位,特别是稳定性和式摇椅,可以作为改善易患EBD风险的幼儿座位行为的一种有效干预措施.
- 虽然在任务上的行为总体上有所改善,但个体学生的反应可能会有所不同,这表明需要个性化方法.
- 这些发现支持使用替代座位作为课堂管理策略,教师倾向于使用稳定性子.
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