Evaluation of Alpha and Beta Commands on Latency to Comply During Transitions with Young Children: A Preliminary Analysis

IF 1.7 4区教育学 Q2 EDUCATION, SPECIAL

Education and Treatment of Children Pub Date : 2019-02-28 DOI:10.1353/ETC.2019.0002

Shelby M. Wolf, Meredith A. Weber, Gary J. Duhon, Kelly M. Schieltz

引用次数: 0

Abstract

Abstract:The present study evaluated the effects of different types of teacher commands on response latency for pre-kindergarten and kindergarten students. Two different types of commands were assessed: alpha commands and beta commands. Research on instructional time in schools shows that loss of instructional time during transition periods may result in decreased academic achievement (Berliner, 1990). The current study evaluated the effects of both alpha and beta commands on response latency within a multiple baseline design across participants for students who did not respond adequately to teacher-led transitions. Results indicated that both alpha and beta commands were effective for all participants for reducing response latency, including a participant with Autism Spectrum Disorder. Initial results also demonstrated generalization of response latency to non-targeted commands in the classroom.

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α和β指令对幼儿过渡期顺从潜伏期的评估：初步分析

摘要:本研究评估了不同类型的教师命令对学龄前和幼稚园学生反应潜伏期的影响。评估了两种不同类型的命令:alpha命令和beta命令。对学校教学时间的研究表明，在过渡时期失去教学时间可能导致学业成绩下降(柏林，1990)。目前的研究评估了alpha和beta命令对反应延迟的影响，在多个基线设计中，参与者对教师引导的过渡反应不充分的学生进行了评估。结果表明，α和β命令对所有参与者都有效，包括自闭症谱系障碍参与者。初步结果还证明了课堂上对非目标命令的响应延迟的泛化。

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

Education and Treatment of Children Multiple-

CiteScore

1.70

自引率

10.00%

发文量

期刊介绍： Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.