恒延时小组教学对智障学生数字识别技能的影响

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Suha Alqahtani, Norah Aldosiry
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引用次数: 0

摘要

本研究旨在探讨在远程教学中实施的小团体教学安排中,恒定时间延迟(CTD)对两位数数字名称识别的有效性。采用跨受试者的多探针设计来评估CTD的效果。研究对象为四名智障小学生。通过观察学习评估非目标技能的维持和习得。结果表明,所有学生都掌握并保持了目标技能。观察性学习的数据表明,学生获得了一些非目标技能。关键词:智力障碍,恒延时,数字识别,小组教学,远程学习,多探针设计
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of Using Constant Time Delay in Small Group Instruction to Teach Number Identification Skills to Students with Intellectual Disability
This study aims to examine the effectiveness of constant time delay (CTD) in a small group teaching arrangement implemented in distance learning on teaching identifying the names of numbers with two digits. A multiple probe design across subjects was used to assess the effect of CTD. Participants of the study were four elementary school students with intellectual disabilities. Maintenance and acquisition of non-target skills through observational learning was assessed. Results showed that all students acquired and maintained the target skills. Data of observational learning showed that students acquired some of the non-target skills. Keywords: Intellectual Disability، Constant Time Delay، Number Identification، Small-Group instruction, Distance Learning, Multiple Probe Design.
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来源期刊
CiteScore
2.90
自引率
23.10%
发文量
14
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