同步增强安排为一个小组应急增加规则在小学班级以下安排
Gabriela Gomes1, Elizabeth Linton1, Jeanne M Donaldson1
1Department of Psychology, Louisiana State University, Baton Rouge, LA, USA.
Journal of applied behavior analysis
|June 13, 2025
概括
同步的强化计划改善了规则的遵守,并减少了小学学生的破坏性行为. 这种方法,使用组应变,被证明比非应变强化更有效.
科学领域:
- 行为心理学 行为心理学
- 教育心理学教育心理学
- 课堂管理 课堂管理
背景情况:
- 传统的强化学习计划可能并不总是优化学生的参与.
- 了解有效的课堂管理策略对于学术成功至关重要.
- 相互依赖的群体突发事件为协作学习环境提供了一个框架.
研究的目的:
- 评估同步强化计划对遵守规则和破坏性行为在小学教室的影响.
- 为了比较同步增强与连续非随机增强的疗效.
- 评估学生对不同强化条件的偏好.
主要方法:
- 采用了多个基线跨类和反转设计.
- 这项研究涉及三个小学班级 (两个第一年级,一个四年级).
- 数据收集的重点是按照规则花费的时间和在独立工作期间的破坏性课堂行为.
主要成果:
- 同步强化计划显著增加了所有参与课程的规则遵循和减少了破坏性行为.
- 与基线相比,持续非随机的刺激没有产生行为变化.
- 学生们普遍更喜欢同步强化条件,而不是基线条件,四年级学生更喜欢非随机访问.
结论:
- 同步强化,作为相互依赖的小组应急实施,是改善课堂行为的有效策略.
- 这种时间表在修改学生行为方面,与非随机强化相比,具有明显的优势.
- 学生的偏好表明,在同步条件下,强化刺激被认为是积极的.
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