{"title":"利用恒定时间延迟向被认定为聋盲的学生教授视力单词","authors":"MaryAnn Demchak, Chevonne Sutter","doi":"10.1007/s10864-024-09565-5","DOIUrl":null,"url":null,"abstract":"<p>The present study investigated the use of constant time delay (CTD) to teach sight word recognition to students with impairments in both vision and hearing. A multiple probe design across word lists, replicated across an elementary-aged student and middle school-aged student, was used to evaluate the efficacy of CTD in teaching sight words. Both participants demonstrated mastery across three word lists. A functional relation between CTD and improved word recognition was demonstrated. The researchers informally investigated the effect of instructive feedback on correct spelling of the targeted sight words for the elementary-aged student; however, improved spelling did not occur. The results of the present study contribute to the limited body of intervention research targeting individuals identified as deafblind (i.e., co-occurring impairments in both vision and hearing).</p>","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Using Constant Time Delay to Teach Sight Words to Students Identified as Deafblind\",\"authors\":\"MaryAnn Demchak, Chevonne Sutter\",\"doi\":\"10.1007/s10864-024-09565-5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The present study investigated the use of constant time delay (CTD) to teach sight word recognition to students with impairments in both vision and hearing. A multiple probe design across word lists, replicated across an elementary-aged student and middle school-aged student, was used to evaluate the efficacy of CTD in teaching sight words. Both participants demonstrated mastery across three word lists. A functional relation between CTD and improved word recognition was demonstrated. The researchers informally investigated the effect of instructive feedback on correct spelling of the targeted sight words for the elementary-aged student; however, improved spelling did not occur. The results of the present study contribute to the limited body of intervention research targeting individuals identified as deafblind (i.e., co-occurring impairments in both vision and hearing).</p>\",\"PeriodicalId\":47391,\"journal\":{\"name\":\"Journal of Behavioral Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2024-09-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Behavioral Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10864-024-09565-5\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Behavioral Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10864-024-09565-5","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Using Constant Time Delay to Teach Sight Words to Students Identified as Deafblind
The present study investigated the use of constant time delay (CTD) to teach sight word recognition to students with impairments in both vision and hearing. A multiple probe design across word lists, replicated across an elementary-aged student and middle school-aged student, was used to evaluate the efficacy of CTD in teaching sight words. Both participants demonstrated mastery across three word lists. A functional relation between CTD and improved word recognition was demonstrated. The researchers informally investigated the effect of instructive feedback on correct spelling of the targeted sight words for the elementary-aged student; however, improved spelling did not occur. The results of the present study contribute to the limited body of intervention research targeting individuals identified as deafblind (i.e., co-occurring impairments in both vision and hearing).
期刊介绍：
The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation. The Journal of Behavioral Education is a peer-reviewed scholarly journal whose target audience is educational researchers and practitioners including general and special education teachers, school psychologists, and other school personnel. Rigorous experimental designs, including single-subject with replication and group designs are considered for publication. An emphasis is placed on direct observation measures of the primary dependent variable in studies of educational issues, problems, and practices. Discussion articles and critical reviews also are published.
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