摘要
文章选取一名智力障碍儿童作为研究对象,采用倒返实验设计(A-B-A),探究代币制对智力障碍儿童课堂离座行为的干预效果。结果发现,该智力障碍儿童经过代币制干预后,课堂离座行为次数逐渐变少、间隔时间逐渐增长,课堂离座行为明显得到改善,自我控制能力得到提升。
The article selects a child with mental retardation as the research object,and adopts a reverse experimental design(A-B-A)to explore the intervention effect of the token system on Intellectual Impairment children’s behavior of leaving seats in class.As a result,it was found that after the intervention of the token system,the frequency that the child leaves his seat gradually decreased and the interval time gradually increased.The leaving behavior in the classroom was significantly improved,and self-control ability was enhanced.
作者
宋健
杨孟云
杨庭
SONG Jian;YANG Meng-yun;YANG Ting(Tongren University,Tongren 554300,China;Yikang Disabled Care Center,Bijiang District,Tongren 554300,China)
出处
《当代教研论丛》
2024年第5期100-104,共5页
contemporary Teaching and Research
基金
2021年度贵州省一流本科专业建设点“特殊教育”(黔教函[2022]61号)
铜仁学院2022年一流本科教育专项项目:特殊儿童测量与评估(YLBK-2022037)
铜仁学院博士科研启动基金项目:特殊教育教师专业素养提升路径研究(trxyDH2104)。
关键词
代币制
智力障碍儿童
课堂离座行为
干预
token system
children with intellectual impairment
behavior of leaving the seat
intervention
