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Gary J. Duhon Sara E. House Brian C. Poncy Kim W. Hastings Sally C. McClurg 《Journal of Behavioral Education》2010,19(1):62-75
This study examined the application of two generalization procedures designed to promote generalized responding across two
early literacy skills. Letter sound fluency was targeted using direct intervention for three subjects within a multiple baseline
design. After instruction was complete, two generalization procedures (cueing and providing sufficient response exemplars)
were tested in an increasingly intense application of the procedures to determine whether sufficient levels of response generalization
to letter sound blending could be programmed. Results indicated that although some subjects demonstrated minor levels of unprogrammed
or spontaneous generalization, more complete levels of generalization were accomplished only once generalization techniques
were employed. 相似文献
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Theodora Gale Sara Pasalodos-Sanchez Lauren Kerzin-Storrar Georgina Hall Rhona MacLeod 《Journal of genetic counseling》2010,19(1):55-67
The explanation of Mendelian inheritance is a key component of most genetic counselling consultations, yet no evidence base
exists for this area of practice. This qualitative study used Interpersonal Process Recall (IPR) to explore how information
about X-linked inheritance is provided and received in genetic counseling. Twelve consultations involving two senior genetic
counselors and 21 counselees were videotaped. Section(s) of videotape featuring the explanation were subsequently played back
separately to both counselees and counselors and their responses and reflections recorded. All interviews were fully transcribed
and analysed using the constant comparison method. A personalised diagram, drawn “live” by the counselor during the consultation
was recalled by counselees as being central to their understanding of the “bottom line”. This helped bridge the gap between
scientific information and their family experience and did not appear to require a baseline understanding of genetic concepts
such as genes or chromosomes. Counselors reflected on the diagram’s positive impact on the way they sequenced, paced and tailored
the explanation. A positive counselor-counselee relationship was vital even during this educative exchange: for counselees
to feel at ease discussing complex genetic information and to help gauge counselee understanding. 相似文献
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Psychological Research - 相似文献
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