签入/签出策略对智力障碍学生课堂参与行为的干预研究
On Intervention of Check-in&Check-out Strategies on Class Participation Behavior of Students with Intellectual Impairment
生辉 1杨柳 2袁梅玲1
作者信息
- 1. 乐山师范学院 特殊教育学院,四川 乐山 614000
- 2. 吴忠特殊教育学校,宁夏 吴忠 751100
- 折叠
摘要
为探讨签入/签出策略对课堂参与行为的成效,研究采用多基线跨被试实验设计对三名智力障碍学生实施干预.目视分析及C统计分析表明,签入/签出策略可以改善智力障碍学生课堂参与行为,且干预效果得到较好的维持.同时,签入/签出策略的实施得到家长和教师的肯定.
Abstract
A multi-baseline cross subject experimental design is conducted to intervene in three students with intellectual im-pairment to explore the effectiveness of check-in and check-out strategies on class participation behavior.According to visual analysis and C statistical analysis,the check-in and check-out strategies can improve class participation behavior of students with intellectual impairment,and the intervention effect is well maintained.At the same time,the implementation of the check-in and check-out strategies has gained recognition from parents and teachers.
关键词
签入/签出策略/智力障碍/课堂参与行为Key words
check-in and check-out strategies/intellectual impairment/class participation behavior引用本文复制引用
基金项目
四川省高等学校人文社会科学重点研究基地乐山师范学院四川特殊教育发展研究中心立项项目(SCTJ-2021-B-06)
出版年
2024
NETL
NSTL
维普
万方数据