不同强化替代技术对减少弱智儿童自伤行为的影响

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Inclusive Education Pub Date : 2023-07-08 DOI:10.57142/inclusion.v1i2.17

Gusty Prayogo Aziz, H. Herlina, I. D. Aprilia

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引用次数: 0

摘要

研究对象为保卢斯·托莫洪自残智障儿童。本研究的目的是概述DRA技术对减少自伤的效果。研究方法为实验型SSR设计A-B。本研究的对象是一年级初中生。本研究的对象是行为自伤的频率。结果显示，使用DRA技术对儿童的自伤行为有积极的影响，即在发生频率上减少了自伤行为。该研究成功的证据是重叠的百分比为0%。另一个证据是62.5%(可变)至83.3%(稳定)的趋势稳定性，平均水平为A1 5.25和B 1.08。结论:运用DRA技术，通过传递被试真正喜欢的单词惊喜，可以减少智障儿童的自我伤害。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Differential Reinforcement Alternative Techniques to Reducing Self-Injury Behaviour in Children with Intellectual Disabilities in SLB Paulus Tomohon

The research was conducted on Children with Intellectual disabilities in Paulus Tomohon with self-injury. This research has a purpose to get an overview of the effect the DRA technique to reduce self-injury. The research method used was experimental type SSR design A-B. The subject of this research is a student’s grade 1 junior level. The object in this research is behavior self-injury in frequency. The results showed a positive influence towards children, namely a decrease in self-injury behavior by using the DRA technique in terms of occurrence frequency. Evidence of the success of this study is the percentage overlap is 0%. Another evidence is the trend stability of 62.5%(variable) to 83.3%(stable) and at the mean level at A1 5.25 and B 1.08. concluded: by applying the technique of DRA can reduce self-injury in Children with Intellectual disabilities, by transferring word surprises that the subject really likes.

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来源期刊

International Journal of Inclusive Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.50

自引率

9.10%

发文量

期刊介绍： The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges. Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education. The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.