视频建模与系统教学法在小学智障和听力障碍学生绘图技能教学中的应用

IF 1.4 4区 教育学 Q3 EDUCATION, SPECIAL
Kohei Nagayama, Kamiyama Tsutomu, Kazusa Wakabayashi
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引用次数: 0

摘要

系统教学和视频建模是向智障学生教授学术技能的循证实践;然而,在小组教学中,其效果尚未得到证实。在一所特殊教育学校的数学课上,三名听力和智力有障碍的小学生用系统教学和视频建模的方法学习了描述图表和比较他们之间的差异。使用参与者设计的多重基线来评估有效性。结果显示,干预后的正确反应率有所增加,探针和基于表相的绘图的正确反应率水平相似。系统教学与视频建模和绘图行为之间存在函数关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Video Modeling and Systematic Instructions to Teach Graphing Skills to Elementary School Students With Intellectual and Hearing Disabilities
Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe graphs and compare their differences in a math class at a special needs school using systematic instruction and video modeling. The effectiveness was evaluated using a multiple-baseline across participants’ design. The results showed an increase in correct response rates after the intervention, with similar levels of correct response rates in the probe and graphing based on tables phases. A functional relation was demonstrated between systematic instruction and video modeling and graphing behaviors.
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来源期刊
Journal of Special Education
Journal of Special Education EDUCATION, SPECIAL-
CiteScore
4.30
自引率
0.00%
发文量
14
期刊介绍: The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.
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