任务(项目管理)
心理学
工作(物理)
工作行为
干预(咨询)
行为改变
自我监控
发展心理学
多基线设计
智力残疾
别化教育方案
特殊教育
应用心理学
社会心理学
数学教育
机械工程
管理
精神科
工程类
经济
作者
Jennifer Coughlin,Kathleen M. McCoy,Amy L. Kenzer,Sarup R. Mathur,Stanley H. Zucker
出处
期刊:Education and training in autism and developmental disabilities
日期:2012-06-01
卷期号:47 (2): 154-164
被引量:3
摘要
This study evaluated the effectiveness of a self-monitoring strategy on independent work behavior. The three subjects were in first grade, seven years old, identified with mild intellectual disability (MID), and had an Individualized Education Plan (IEP) with targeted functional academic and behavior goals. The purpose of this study was to investigate the effect of a self-monitoring strategy on on-task independent work behavior and task completion. A multiple baseline across subjects design was used. Data were collected using a frequency count of off-task behavior. The self-monitoring strategy was found to be successful with all subjects in the study. Overall, the subjects demonstrated a decrease in off-task behavior during independent work time after the intervention was introduced. Implications are discussed. Off-task behavior can negatively impact the success of people with disabilities in various settings, including work, school, and other areas of community involvement. In one ob- servation of a work program site, participants with disabilities spent 70% of observed time engaging in off-task behavior (Parsons, Rolly- son, & Reid, 2004). Remaining on-task during independent work time at school is a struggle for many students. Staying on-task can be even more difficult for students with disabilities. Students with disabilities can be distracted by other stimuli in the environment or frustrated by the level of difficulty of the task they are expected to complete independently resulting in off-task behavior during independent work time.
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