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Effects of Precision Requests as a Standalone Intervention on Noncompliance of Students with Emotional Disturbance
Education and Treatment of Children ( IF 1.096 ) Pub Date : 2020-07-24 , DOI: 10.1007/s43494-020-00026-y
Christian V. Sabey , Marcie C. Calder , Paul Caldarella , Gregory A. Thompson

For teachers who work with students with emotional or behavioral disorders (EBD), noncompliance can be a serious problem by impacting their own and others’ access to the curriculum. The precision request (PR) has been recommended as effective in addressing noncompliance, but it has limited support as a sole intervention in a classroom exclusively for students with emotional disturbance. This study used an ABAB (withdrawal) single-case design to demonstrate effects of teachers’ PRs on noncompliance of eight third and fourth grade students with EBD in a self-contained class. PR was shown to increase student compliance (log response ratio effect size = 0.17) with no adverse effects on latency to compliance. Both teacher and students rated the social validity as positive. This finding was corroborated by the teacher’s continued use of PRs after study completion. Implications of the findings for practice and suggestions for future research are included.

中文翻译:

精确请求作为独立干预对情绪障碍学生违规行为的影响

对于与患有情绪或行为障碍(EBD)的学生一起工作的老师来说,不合规可能会严重影响他们自己和他人对课程的使用,这是一个严重的问题。已建议使用精确度要求(PR)来有效地解决不合规的问题,但作为教室里专门针对有情绪障碍的学生的唯一干预措施,它的支持有限。这项研究使用ABAB(退出)单例设计来证明教师的PR对自成一体的班级中八名三年级和四年级EBD不达标的学生的影响。事实证明,公关可以提高学生的依从性(对数反应比率效应大小= 0.17),而对依从性的潜伏期没有不利影响。老师和学生都将社会有效性评为积极。研究完成后,老师继续使用公共关系证明了这一发现。包括对实践发现的暗示和对未来研究的建议。
更新日期:2020-07-24
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