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51.
We studied the academic effects on peers without disabilities of serving as peer supports for students with disabilities in general education classrooms. Three peers were studied using a range of indicators, including academic engagement, coursework performance, and social validity assessments. Peers assisting a student with disabilities via curricular adaptation, assignment completion, and social facilitation constituted the multicomponent independent variable. We used withdrawal or multiple baseline designs to demonstrate positive benefits for peers for all measures used. In addition, follow-up data for 2 peers indicated that the positive changes associated with serving as a peer support were maintained for up to 2 months. Our results are discussed in relation to the possible academic and social effects of providing peer supports in general education classrooms for students with and without disabilities. 相似文献
52.
Three students with moderate disabilities were taught to read and match-to-sample sight words comprising stimulus sets based upon the four food groups. We taught students conditional discriminations within four four-member sets using a single-sample/four-comparison procedure. Students were taught A-B, B-C, and C-D conditional discriminations for each of the four potential stimulus classes. Subsequent probes tested for relations based upon symmetry and one-node and two-node transitivity. The performances for all students indicated that symmetric relations emerged before one-node transitive relations, and that one-node transitive relations emerged before two-node transitive relations. These results are consistent with a pattern of responding, referred to as a "nodality effect," in which relations with fewer nodes are demonstrated prior to the demonstration of relations with a greater number of nodes. These results extend this area of research to sight-word reading for students with moderate disabilities. 相似文献
53.
K. Helmut Reich 《Zygon》1995,30(3):383-405
Abstract. A strategy for deeding systematically with such complex relationships as those between science and theology is presented after a brief overview of the historical record and illustrated in terms of the concept of divinity. The application of that strategy to the title relationships yields a multilogical/multilevel solution which presents certain analogies to or isomorphisms with the doctrine of the Trinity. These concern mainly the multilogical/multilevel character of both conceptualizations and the relational and contextual reasoning required to conceive them. Furthermore, certain characteristics of the doctrine facilitate the dialogue between theologians and scientists on account of their similarity with such scientific concepts as diversity in unity, multiplicity of relationships, nonseparability, and nonclassical logic. 相似文献
54.
Comparing interspersed requests and social comments as antecedents for increasing student compliance
Two students were alternately presented with interspersed high-compliance requests and social comments as antecedents to low-compliance requests. An initial comparison demonstrated similar positive effects on compliance for interspersed requests and social comments. A second analysis indicated that the effectiveness of social comments for increasing compliance was related to the time interval between social comments and low-compliance requests. 相似文献
55.
教师评分用语词义赋值特征的分析 总被引:2,自引:0,他引:2
本研究运用模糊统计试验方法对教师的六组定性的评分用语词 (符号 )进行了经验赋值。参加赋值的是 2 66名小学教师。结果表明 ,六组评分用语词 (符号 )都是模糊概念 ,其中每种评分方式中处于最高等级的词 (符号 )的模糊度最小 ,处于中间等级的词 (符号 )的模糊度居中 ,处于最低等级的词 (符号 )的模糊度最大。词 (符号 )义的模糊度与评价的把握度呈现负相关 ,即词 (符号 )义越具体 ,模糊度越小 ,赋值的把握度就越大 ;反之 ,词义越含混 ,模糊度越大 ,赋值的把握度就越小。教师对各种评分用语词 (符号 )的赋值受百分制的“及格—不及格”的划分的影响 ,受评分方式中等级数目的影响 ,即增加评分等级会减少评分用语词 (符号 )的模糊度 ,增加赋值的把握度 ,还受评分用语词 (符号 )本身数量特征的影响。在各种评分方式中 ,评语词 (符号 )在心理量表上的距离是不等的。本研究的结果对教育评价的实践具有一定的参考价值。 相似文献
56.
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58.
Cris M. Sullivan Rebecca Campbell Holly Angelique Kimberly K. Eby William S. Davidson II 《American journal of community psychology》1994,22(1):101-122
Presented the 6-month follow-up findings of an experimental intervention designed to provide postshelter advocacy services
to women with abusive partners. The intervention involved randomly assigning half the research participants to receive the
free services of an advocate, 4 to 6 hours per week, for the first 10 weeks postshelter. One hundred forty-one battered women
were interviewed about their experiences immediately upon their exit from a domestic violence shelter: 95% of the sample were
interviewed 10 weeks thereafter (postintervention), and 93% were successfully tracked and interviewed 6 months later. At the
6-month follow-up, participants in both groups reported increased social support, increased quality of life, less depression,
less emotional attachment to their assailants, and an increased sense of personal power. Although women in both groups reported
some decrease in physical abuse over time, there were no statistically significant differences between those with and those
without advocates, and abuse continued to be a problem for many women. Those who were still involved with their assailants
continued to experience higher levels of abuse and had been more economically dependent upon the men prior to entering the
shelter. Women who had worked with advocates continued to report being more satisfied with their overall quality of life than
did the women in the control group.
The authors thank the Editor and anonymous reviewers for their helpful comments. Thanks also to all present and past staff
of the Community Advocacy Project, who helped in data collection and analyses. This work was supported by National Institute
of Mental Health Grant 1R01 MH 44849. 相似文献
59.
Eugene G. d'Aquili 《Zygon》1994,29(3):371-381
60.
Children with autism were taught spontaneous requests through a time delay procedure. Unlike previous research, which usually employed food as the target stimuli to be requested, the present study used toy pieces from multi-component toys. The procedure involved presenting a child with the target stimulus, with the trainer prompting the child by immediately modeling the request response. When the response was imitated without error, prompting was delayed with the time interval gradually being increased over trials. A spontaneous or imitated response was reinforced by giving the child the requested object. As the stimulus/model interval increased, children with autism were expected to initiate the request by themselves prior to the prompt. The efficacy of the time delay procedure was assessed using a multiple baseline across subject design with three Chinese boys with autism. Results showed that the three children acquired a 100% performance within five to nine sessions of training and the skill was maintained at the one-month and three-month followups. Furthermore, the learned response transferred to various conditions when tested across setting, person, toy, and food items. These results suggest that toys, the multi-component ones in particular, served well as reinforcers for language training. Furthermore these findings confirmed the practical utility of the time delay procedure for promoting spontaneous communication skills in children with autism. 相似文献