残疾学前儿童数学技能教学的系统建模与提示

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
J. Hardy, M. Hemmeter
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引用次数: 0

摘要

早期的数学技能可以预测以后的学业成绩,在学前教育中至关重要。残疾学龄前儿童的早期数学技能与他们典型的发展中的同龄人相比也存在差异。我们使用了一种实验性的单案例研究设计,跨技能的多探针,来研究用数学语言和提示程序进行系统建模对提高两名残疾或延迟学龄前儿童早期数学技能的有效性。观察到一名参与者的功能关系。平衡的发现可能是由于以下原因:(a)评估早期数学技能的挑战,这可能影响了适当目标技能的识别;(b)在执行数学技能时涉及多个发展领域,这可能会影响具有显著精细运动和语言延迟的参与者的目标行为的展示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Systematic Modeling and Prompting to Teach Math Skills to Preschoolers With Disabilities
Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays.
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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