Abstract:The present study evaluated the effects of different types of teacher commands on response latency for pre-kindergarten and kindergarten students. Two different types of commands were assessed: alpha commands and beta commands. Research on instructional time in schools shows that loss of instructional time during transition periods may result in decreased academic achievement (Berliner, 1990). The current study evaluated the effects of both alpha and beta commands on response latency within a multiple baseline design across participants for students who did not respond adequately to teacher-led transitions. Results indicated that both alpha and beta commands were effective for all participants for reducing response latency, including a participant with Autism Spectrum Disorder. Initial results also demonstrated generalization of response latency to non-targeted commands in the classroom.

中文翻译：

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Alpha 和 Beta 命令对幼儿过渡期间遵守延迟的评估：初步分析

摘要：本研究评估了不同类型的教师命令对学前班和幼儿园学生反应潜伏期的影响。评估了两种不同类型的命令：alpha 命令和 beta 命令。对学校教学时间的研究表明，在过渡期间失去教学时间可能会导致学业成绩下降（柏林，1990 年）。当前的研究评估了 alpha 和 beta 命令对多基线设计中针对没有对教师主导的过渡做出充分反应的学生的参与者的反应延迟的影响。结果表明，alpha 和 beta 命令对所有参与者都有效，可减少响应延迟，包括患有自闭症谱系障碍的参与者。