Enhancing word signing in hearing students with reading disorders using computer-based learning trials

IF 2.9 2区 心理学 Q1 PSYCHOLOGY, CLINICAL
Sara Evans, Christopher H. Skinner, Kimberly Wolbers, Sherry Mee Bell, Cheryl Shahan
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引用次数: 0

Abstract

Multiple-baseline-across-word-sets designs were used to determine whether a computer-based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice (i.e., simultaneous prompting), 3 s to make the sign, 3 s to observe the same clip, and 3 s to make the sign again. For each participant and word set, no words were accurately signed during baseline. After the intervention, all four participants increased their accurate word signing across all three word sets, providing 12 demonstrations of experimental control. For each participant, accurate word signing was maintained. Application of efficient, technology-based, simultaneous prompting interventions for enhancing American Sign Language learning and future research designed to investigate causal mechanisms and optimize intervention effects are discussed.

利用基于计算机的学习试验,提高有阅读障碍的听力学生的单词手语能力。
我们采用了多基线跨单词集设计,以确定基于计算机的干预是否能提高四名参与者的单词手语准确性。每位参与者都是患有阅读障碍的听力大学生。学习试验包括 3 秒钟观察屏幕上的印刷单词和视频模型两次做出手势(即同时提示)、3 秒钟做出手势、3 秒钟观察相同片段以及 3 秒钟再次做出手势。在基线期间,每位参与者和每组词语都没有准确地做出手势。干预结束后,所有四名参与者都提高了在所有三个词组中的准确手语,提供了 12 次实验控制演示。每位参与者都保持了准确的单词签名。本文讨论了如何应用高效、基于技术的同步提示干预来提高美国手语学习效果,以及未来旨在调查因果机制和优化干预效果的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of applied behavior analysis
Journal of applied behavior analysis PSYCHOLOGY, CLINICAL-
CiteScore
5.80
自引率
20.70%
发文量
61
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