摘要
采取事件观察记录法,对27所随班就读学校的64节课教师的提示行为和自闭症学生的反应行为进行观察,结果发现:(1)在大部分课上教师对自闭症学生进行2-4次提示,但仍有10%的课教师没有采取任何提示;(2)提示行为按功能类型及出现频率从高到低依次分为问题行为管理提示、辅助学习提示、教学提示;(3)提示行为按表现形式分,主要包括言语类提示和身体动作类提示;(4)一半以上的提示行为对自闭症学生无效;(5)身体动作类提示可能比言语类提示更有效;(6)指导学生参与学习的教学提示比管理学生问题行为的提示更有效。
In this study the prompting behavior of teachers and the related response of students with autism in 64 inclusive classes of 27 schools were collected and analyzed with event recording method.The results showed that:1)in most classes teachers prompted autistic students 2-4 times,but no prompt was provided yet in 10%of classes;2)by function,teachers’prompting behaviors could be classified into 3 types,namely direct teaching,learning aid,and problem behavior management;3)by form,teachers’prompts were mainly categorized into verbal prompts and physical prompts;4)more than 50%of prompts had no effect on students with autism;5)autistic students’response to direct teaching was significantly higher than to problem behavior management;6)autistic students’response to physical prompts might be higher than to verbal prompts.
作者
杨希洁
刘颂
彭燕
YANG Xijie;LIU Song;PENG Yan(Department of Moral Education,Psychology and Special Education,National Institute of Education Sciences,Beijing,100088;Special Education College,Beijing Union University,Beijing,100075;Faculty of Education and Science,Sichuan Normal University,Chengdu,610066)
出处
《中国特殊教育》
CSSCI
北大核心
2020年第5期9-15,共7页
Chinese Journal of Special Education
基金
中国教育科学研究院2016年度基本科研业务费专项基金所级个人项目“研究融合课堂教师的有效教学提示对提升自闭症学生课堂参与行为的研究”(项目批准号:GYI2016108)的研究成果之一。
关键词
随班就读
教师提示行为
学生反应行为
inclusive class
teachers’prompting behavior
students’response behavior
