培养有情绪和行为障碍学生的数学自我监控技能

IF 0.6 Q4 EDUCATION, SPECIAL
Katherine V. Pettrey, Renée E. Lastrapes, P. Mooney
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引用次数: 0

摘要

本文为情感和行为障碍学生的教育者提供了如何培养学生数学相关自我监控技能的信息。培养数学自我监控技能的基本原理是通过步骤和有用的提示来了解如何最好地计划、实施和评估跨数学内容和设置的自我监控干预。读者还将学习如何在以数学为中心的自我监控干预编程中结合自我对话、模式指令和Cover-Copy-Compare等自我调节干预。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders
The present article provides educators of students with emotional and behavioral disorders with information on how to develop students’ math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming.
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来源期刊
Beyond Behavior
Beyond Behavior EDUCATION, SPECIAL-
CiteScore
1.20
自引率
16.70%
发文量
16
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