教残疾儿童玩棋盘游戏

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Gabrielle M. Trimlett, E. Barton, Caroline Baum, Gabriela Robinson, Lauren E. Schulte, Mollie J. Todt
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引用次数: 3

摘要

我们研究了由最少提示系统(SLP)、视觉时间表、同伴模型和偶然强化组成的干预包的使用,以教四名残疾儿童独立玩棋盘游戏,并与他们典型的发展中的同伴交流。我们发现,具有个体适应的干预方案与独立棋盘游戏行为的增加有关。在同伴引导的社交交流中没有观察到任何变化。我们的研究扩展了以棋盘游戏为重点的干预措施的研究,通过证明干预方案对残疾幼儿或有残疾风险的幼儿及其典型的发展中同龄人的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching Board Game Play to Young Children With Disabilities
We examined the use of an intervention package consisting of the system of least prompts (SLP), visual schedules, peer models, and contingent reinforcement to teach four children with disabilities to independently play board games and communicate with their typically developing peers. We found the intervention package with individual adaptations was related to increases in independent board game play behaviors. No changes in peer-directed social communication were observed. Our study extends the research on board game play–focused interventions by demonstrating the effectiveness of the intervention package for young children with or at risk for disabilities and their typically developing peers.
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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