Aprocedureforteachingself-recordingtomoderatelyretardedstudents资源-CSDN文库

论文

需积分: 5 69 浏览量 2021-06-29 18:42:36 上传评论收藏 542KB PDF 举报

资源推荐

资源详情

资源评论

Psychology

the

Schools

Volume

20.

April,

1983

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

self-record a training behavior. They were then expected

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

otherwise) could learn to control their behavior without first being aware of that

behavior.

Litrownik, Frietas, and Franzini

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

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

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

Teaching Self-Recording

Moderately Retarded Students

203

records. In self-recording, the decision to record

made for the subject by circumstances

and/or another individual. A functional distinction between recording and monitoring is

difficult, as the cues that lead to recording may vary along a continuum from explicit

(direction by a teacher) to subtle (change in instructional task). The authors have chosen

to refer to the behavior described in this paper as self-recording because the cue is

somewhat explicit.

METHOD

Subjects

Subjects were three male and two female students ranging in age from

years. Their

scores (Binet), as determined by school psychologists, ranged from

44,

with a mean of

34.

All students lived at home and attended a public school self-

contained classroom for trainable mentally retarded

(TMR)

students at the time the in-

tervention was employed.

The classroom teacher was asked to select students based upon two factors. First,

students were selected for participation only

they had sufficient physical, sensory, and

language skills to participate in the training procedure. Second, students were selected

who emitted measurable, observable behaviors which, from the teacher’s perspective,

were disruptive either to the individual student’s learning

to the entire class.

From

the

self-contained class, the teacher selected five students who met the above criteria.

Materials

Students self-recorded their behaviors on a “countoon,” a recording device

developed by Lindsley, where the students’ target behaviors were represented by cartoon

figures (cited in Kunzelman,

1970).

Students used the countoons by marking the picture

that represented whichever behavior they were exhibiting when they received the signal to

self-record.

Two types of countoons were used in the treatment, one for training self-recording

and

the

other for the actual self-recording. The training countoons consisted of a

representation of a stick figure either sitting on a chair

standing. Each representation

was drawn within

cm box, and the two representations were placed side by side.

During training, students recorded whether they were standing

sitting by marking the

appropriate box.

The countoons used in the self-recording phase of the intervention consisted of

drawings of “Snoopy,” a well-known cartoon character, either engaging in a given target

behavior

not engaging in the target behavior. The countoons were different, therefore,

for different target behaviors.

For

example, one target behavior consisted of a student’s

tongue-out responses. In this case, the corresponding countoon depited Snoopy with a

protruding tongue, while the other countoon depicted Snoopy without a protruding

tongue. While the countoons were developed to illustrate the targeted behavior, the

meaning of the illustrations also was established through instruction. For example, the

appropriate students were told which picture illustrated Snoopy with his tongue out and

which depicted him with his tongue not out. They were then asked to “Point to the pic-

ture that shows Snoopy with his tongue out

,”

and were given feedback on their

responses. This procedure was used for the target behaviors

each of

the

five

students.

Response Definitions

The target behaviors consisted of high frequency off-task behavior for two students,

high frequency tongue-out behavior for two students, and high frequency shaking

剩余7页未读，继续阅读

评论收藏

内容反馈

weixin_38589316

粉丝: 6
资源: 900

A procedure for teaching self-recording to moderately retarded s...

最新资源

A procedure for teaching self-recording to moderately retarded s...

中度智障学生自我录音教学程序

Self-management and achievement of students with behavior disorders

Teachers' perceptions of criteria for identifying learning disabled students

Teacher-rated impulsivity and achievement among mildly retarded youth

visualizing-musical-structure-and-rhythm-via-self-similarity

cockpit-session-recording-7-1.el8.noarch.rpm

Qtcamera-video-recording

drachtio-siprec-recording-server:基于drachtio和rtpengine的SIPREC记录服务器

NatCorder - Video Recording API 1.7.2.unitypackage

NatCorder - Video Recording API.unitypackage

Web-recording-screen:web录屏

pytest-recording：一个pytest插件，允许通过VCR.py记录网络交互

cockpit-session-recording-6-2.el8.noarch.rpm

cockpit-session-recording-11-2.el8.noarch.rpm

Voice-recording-demo-system.rar_matlab实时音频_录音程序 matlab_语音保存_音频实时

[官方的录屏插件] Unity NatCorder - Video Recording API 1.7.1

VS1003-recording-program.zip_vs1003 wav_vs1003 录音_vs1003录音程序

myplaths-recording-software：屏幕录像机

Teacher instructional behavior change through self-control

cockpit-session-recording-7-2.el8.noarch(1).rpm

Tool-for-recording-keyboard-and-mouse-macros

Self-observation and completion of school assignments: The influence of a physical recording device and expectancy characteristics

Electron-screen-recording-app

web-audio-recording-tests:Web音频录制测试，特别是用于验证iOSSafari上的功能的测试

NatCorder - Video Recording API 1.7.1.zip

marshallstanmather-recording-studio

alsa-sound recording

最新资源