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Debra Lochner Doyle Rawan I. Awwad Jehannine C. Austin Bonnie J. Baty Amanda L. Bergner Stephanie J. Brewster Lori A. H. Erby Cathi Rubin Franklin Anne E. Greb Robin E. Grubs Gillian W. Hooker Sarah Jane Noblin Kelly E. Ormond Christina G. Palmer Elizabeth M. Petty Claire N. Singletary Matthew J. Thomas Helga Toriello Carol S. Walton Wendy R. Uhlmann 《Journal of genetic counseling》2016,25(5):868-879
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John McDonnell Nadine Thorson Cathi Allen Connie Mathot-Buckner 《Journal of Behavioral Education》2000,10(2-3):107-121
A multiple baseline across subjects design was used to examine the effects of partner learning on the spelling performance, academic responding, and competing behavior of three students with severe disabilities and three of their classmates without disabilities. The students were enrolled in different general elementary classes. All students in these classes were assigned to partner learning triads by the general education teacher. One triad in each class included the student with severe disabilities and two classmates without disabilities. All students in the class received two, 20 min partner learning sessions each week. During partner learning, each member of the triad was asked to spell words, present words to be spelled, provide feedback to the speller, and check the spelling accuracy. These roles were rotated among the members of the triad after each trial. These roles were adapted as necessary to accommodate the academic and communication skills of the students with severe disabilities. The effects of partner learning on spelling accuracy were assessed through weekly spelling tests. The effects of partner learning on academic responding and competing behavior were assessed using the MS-CISSAR (Carta, Greenwood, Schulte, Arreaga-Mayer, Terry, 1988). Results of weekly spelling indicated that partner learning led to improved spelling accuracy for students with severe disabilities and did not negatively affect the spelling accuracy of their peers. Partner learning also led to improved rates of academic responding and reduced rates of competing behavior for 5 of 6 students. The results are discussed in terms of their implications for practice and future research. 相似文献
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