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提升中度智障学生自我管理能力的自录训练法
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本文档探讨了"中度智障学生自我录音教学程序"这一主题,发表在1983年4月的《心理学在学校》(Psychology in the Schools)期刊上。作者肯尼斯·W·豪厄尔、罗伯特·鲁埃达和罗伯特·B·拉瑟福德·Jr.来自亚利桑那州立大学,他们针对中度智力障碍青少年设计了一种自我记录训练方法。 首先,文章回顾了对智力障碍学生进行自我控制训练的基本概念,强调了自控能力在适应性行为中的重要性。在智力迟滞的个体中,提高社会适应能力是研究的焦点,许多研究者如格林斯潘(Greenspan, 1979)和西蒙松(Simeonsson, 1979)对此进行了深入研究。 论文的核心部分详细介绍了教学过程,涉及五名接受训练的中度智力障碍青少年。他们被教授如何自我记录特定的行为训练,这通常是一种强化自我监控和自我管理技巧的方法。目标是使这些青少年能够将自我记录的行为策略应用到他们日常生活中独特的(异质)行为上。 为了评估训练效果,文中报告了观察者与受试者之间的主观一致性,以及这种自我记录行为对异质行为的监测影响。通过应用行为分析程序,特别是针对学术和社交行为的干预措施,论文表明这种方法对于提升智力障碍学生的自我调节能力和生活技能是有效的。 这篇论文提供了实用的教学策略,展示了教育专业人员如何利用行为分析技术来帮助中度智力障碍学生增强自我控制,从而改善他们的日常生活和社会交往能力。这对于特殊教育领域的实践者和研究人员来说,具有重要的参考价值和指导意义。
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Psychology
in
the
Schools
Volume
20.
April,
1983
A
PROCEDURE FOR TEACHING SELF-RECORDING
TO MODERATELY RETARDED STUDENTS
KENNETH
W. HOWELL,
ROBERT
RUEDA,
AND ROBERT B. RUTHERFORD, JR.
Arizona
Sfare
University
After briefly reviewing the topic of self-control instruction
for
retarded students, this
article describes a self-recording training procedure. Five moderately retarded
adolescents
were
taught
to
self-record a training behavior. They were then expected
to
generalize the self-recording behavior to idiosyncratic behaviors. Subject-observer
agreement is reported, along with monitoring effect on the idiosyncratic behaviors.
It is commonly recognized that a major defining characteristic of mental retardation
is a depressed level of adaptive behavior (Grossman, 1977). Therefore, a large body of
research on mental retardation has focused on increasing the social competence of men-
tally retarded individuals (Greenspan, 1979; Simeonsson, 1979).
Applied behavioral analysis procedures have been used extensively to successfully
remediate academic as well as social behaviors in mentally retarded individuals (Bates
&
Wehman, 1977; Thompson
&
Grabowski, 1977; Whitman
&
Sciback, 1979). These ap-
proaches have traditionally relied upon external control agents such as teachers,
custodial staff, parents, etc. More recently, however, increased emphasis has been placed
upon self-directed behavior change procedures with mentally retarded and other excep-
tional children (Kurtz
&
Neisworth, 1976; Mahoney
&
Mahoney, 1976; Meichenbaum,
1977, 1980; Rueda, Rutherford,
&
Howell, 1980; Rutherford, Howell,
&
Rueda, 1982).
Several investigators have successfully taught self-control procedures to mildly
retarded adolescents (Horner
&
Brigham, 1979; Knapczyk
&
Livingston, 1973) and to
moderately retarded adults (Helland, Patuch,
&
Klein, 1976; Nelson, Lipinski,
&
Black,
1976).
Self-control has been conceptualized as the result of several combined subskills.
These subskills include self-recording and self-monitoring, self-evaluation, and self-
reinforcement (Kanfer
&
Karoly, 1972). Self-monitoring skills are considered essential
to self-control, as they are indicative of students' awareness of their own behavior and
their sensitivity to changes in that behavior. It is unlikely that anyone (retarded
or
otherwise) could learn to control their behavior without first being aware of that
behavior.
Litrownik, Frietas, and Franzini
(1
978) successfully taught moderately retarded
adolescents to use self-recording procedures to monitor their own behaviors with accept-
able accuracy levels. Zegiob, Klukas, and Junginger (1978), on the other hand, reported
very low accuracy in self-recording activities with a similar population. It is probable
that methodological differences (e.g., length of self-recording sessions, number of en-
vironmental cues to self-monitor, etc.) between these studies may account for the dis-
crepant results in self-recording accuracy. continued use of self-regulatory procedures,
especially in academic settings, will require further demonstration of the utility and
feasibility
of
these procedures with moderately retarded students. Documentation of
acceptable self-recording accuracy is considered an essential first step in this process.
Self-recording is distinct from self-monitoring in that the cue promoting the
recorded behavior is external. In self-monitoring, the subject decides when to record and
Requests
for
reprints should be sent to Kenneth
W.
Howell, College of Education, Dept. of Special Educa-
tion, Arizona State University, Tempe, AZ 85287.
'This project was supported with funds received
from
a Faculty Research Grant from the College of
Education of Arizona State University. In addition, the second author received support from
N.1.M.H.-M.H.
Fellowship 15972-03, Ford Foundahon Grant 780-0639A, and Carnegie Grant DC15 Dept. 0684.
202
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