教学符号识别:标准提示与介入反应程序之比较

Thomas Zane , Benjamin L. Handen , Susan A. Mason , Chris Geffin
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引用次数: 6

摘要

使用“中介”或“定向”反应已被证明可以提高匹配样本程序的有效性。本研究比较了标准提示程序(刺激-延迟)和同一程序的干预反应(在反应之前命名目标刺激)的有效性。四名有发育障碍的成年人学习了两组写在抽认卡上的符号。老师说出一个符号,学生被要求指向相应的卡片。这两种教学方法在科目和符号组之间以平衡的顺序使用。两种方法的用户获取率相似。然而,在9个月的记忆保留检查中,两名受试者在干预反应条件下表现出更大的表现恶化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching symbol identification: A comparison between standard prompting and intervening response procedures

The use of “mediational” or “orienting” responses has been shown to increase the effectiveness of matching-to-sample procedures. The present study compared the effectiveness of a standard prompting procedure (stimulus-delay) and that same procedure with an intervening response of naming the target stimulus prior to responding. Four developmentally disabled adults were taught two sets of symbols placed on flashcards. The teacher named a symbol and the subject was required to point to the corresponding card. The two teaching methods were used in a counterbalanced order between subjects and symbol groups. Acquisition rates were similar for both methods. However, two subjects showed a larger deterioration of performance under the intervening response condition at a 9-month retention check.

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