心理学
钢筋
多基线设计
学生教师
发展心理学
微分效应
社交技能
数学教育
教师教育
社会心理学
医学
精神科
内科学
干预(咨询)
作者
Martin Agran,Caryl Blanchard,Michael L. Wehmeyer,Carolyn Hughes
标识
DOI:10.1016/s0891-4222(01)00075-0
摘要
The effects of selected student-directed learning strategies on the classroom behavior of six students with varying disabilities in general education were examined using a multiple baseline design across groups. Target behaviors included academic, study, and social skills. Results indicated increases in student target performance for all participants, however, differential effects were observed across groups and reinforcement conditions (student-vs. teacher-delivered). Additionally, anecdotal reports obtained from the cooperating teacher and students supported the study’s findings. The implications of these findings are discussed.
科研通智能强力驱动
Strongly Powered by AbleSci AI