在嵌入式教学中对具有强烈需求的学龄前儿童的同行存在变化的差异效应
Sarah Hawkins-Lear1, Jennifer Grisham1, Collin Shepley1
1Early Childhood, Special Education, and Counselor Education, University of Kentucky, 229 Taylor Education Building, Lexington, KY 40506 USA.
Behavior analysis in practice
|January 12, 2026
概括
嵌入式教学对于有发育迟缓的学龄前儿童是有效的,无论同龄人的存在如何. 这一发现简化了幼儿教育工作者的计划,尤其是在繁忙的教室里.
科学领域:
- 幼儿教育 儿童早期教育
- 特殊教育 特殊教育
- 发展心理学 发展心理学
背景情况:
- 嵌入式教学是包容性学前学校的一个关键策略.
- 对于教育工作者来说,了解同行对教学有效性的影响至关重要.
- 需要进行研究,以澄清嵌入式指令的最佳条件.
研究的目的:
- 为了比较嵌入式指令的有效性,并没有同行的存在.
- 在包容性环境中检查发育迟缓的幼儿的结果.
主要方法:
- 采用单个案例并行治疗设计.
- 三名具有发育迟缓的学龄前儿童参加了这次活动.
- 嵌入式指令在同行出席和同行缺席条件下交付.
主要成果:
- 这两种同行存在的变化在提供嵌入式指令方面都是有效的.
- 两种条件 (同龄人存在或缺席) 在所有结果指标中都不是始终优越的.
- 根据同伴的存在,没有发现有效性的显著差异.
结论:
- 教师可以实施嵌入式教学,而不必担心同学的存在.
- 这一发现支持包容性学前学校的灵活教学规划.
- 它可能会减轻计划负担在教室与高儿童对工作人员的比率.
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