使用二级目标指令教学听觉刺激的功能
Elisa Alban1, Lauren K Schnell-Peskin1, April N Kisamore1
1Department of Special Education, Hunter College, The City of New York, 695 Park Avenue 10025, New York, NY USA.
The Analysis of verbal behavior
|March 24, 2025
概括
这项研究调查了如何教自闭症谱系障碍 (ASD) 的儿童识别听觉安全信号. 单一呈现方法在学习这些关键的安全技能方面被证明更有效.
科学领域:
- 行为分析行为分析.
- 发展心理学是发展心理学.
- 儿童的听觉感知 儿童的听觉感知
背景情况:
- 关于向患有自闭症谱系障碍 (ASD) 的儿童教授安全刺激识别的研究有限.
- 之前的研究表明,通过使用次要目标教导视觉刺激识别取得了成功,但听觉刺激仍未得到充分研究.
- 需要有效和高效的策略,让自闭症儿童学会识别环境安全线索.
研究的目的:
- 教导自闭症患者听觉安全刺激的功能.
- 评估两种教学安排:单一展示和再展示.
- 为了评估这些程序的效率,使用会议来掌握和总培训时间.
主要方法:
- 利用二次目标指令来教授听觉安全刺激的功能.
- 实现了两个条件:条件1 (单一呈现) 和条件2 (再呈现).
- 通过会议来衡量学习效率,以掌握和总培训时间.
主要成果:
- 参与者成功地学习了所有直接教导的主要目标.
- 在两种教学条件下,在没有直接教学的情况下出现了次要目标.
- 条件1 (单一演示) 对大多数参与者来说,跨目标集的学习效率更高.
结论:
- 二级目标指令是有效的教学听力安全刺激功能在患有自闭症的个体.
- 单一的演示安排似乎更有效地教导这些听觉安全技能.
- 进一步的研究可以完善这些方法,以改善ASD的安全教育.
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