在主流课堂中使用强化和独立评分来促进和保持任务的准确性

Miriam Baer , Susan A. Fowler , Lisa Carden-Smith
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引用次数: 10

摘要

本研究考察了一个表现出严重行为障碍和学习迟缓的6岁男孩,如何被教导给他的日常作业评分并保持高水平的任务准确性的有效性。结果表明,强化偶然性(进入课间休息),要求80%的任务准确度,足以更大幅度地提高儿童的任务准确度和任务内表现,并减少他的干扰。对日常作业进行评分和确定是否有资格进行强化的责任随后从课堂导师转移到孩子身上。一开始,老师会在每个任务完成后检查孩子的成绩;后来,为了提高评分的准确性,对不准确的评分实行了温和的响应成本制度,对不正确或不完整的评分为错误提供了加分。家教检查逐渐消失,直到孩子能够独立完成所有的作业。儿童在所有衰退阶段都保持较高的任务准确性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using reinforcement and independent-grading to promote and maintain task accuracy in a mainstreamed class

This study examined the effectiveness with which a 6-year-old boy, who exhibited severe conduct disorders and learning delays, could be taught to grade his daily assignments and maintain a high level of task accuracy. Results indicate that a reinforcement contingency (access to recess), requiring 80% task accuracy, was sufficient to increase more substantially the child's task accuracy and on-task performance and to decrease his disruptions. Responsibility for grading the daily assignments and for determining eligibility for reinforcement was then shifted from a classroom tutor to the child. Initially, the child's grading was checked bythe tutor following each task; later, to promote more accurate grading, a mild response cost system was implemented for inaccurate grading and bonus points were provided for grading incorrect or incomplete responses as errors. Tutor checking was faded systematically until the child was grading all tasks independently. The child maintained high task accuracy throughout all fading phases.

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