运用代币制干预一年级听障学生课堂问题行为的个案研究  

A Case Study of Using Token Program to Intervene the Classroom Problem Behavior of First-Grade Hearing-Impaired Students

作　　者：范佳露 惠子然 FAN Jialu;HUI Ziran(School of Special Education,Nanjing Normal University of Special Education,Nanjing,210038)

机构地区：[1]南京特殊教育师范学院特殊教育学院,南京210038

出　　处：《现代特殊教育》2024年第2期24-31,共8页Modern Special Education

基　　金：江苏省教育科学“十四五”规划重点课题“聋生手语沟通中情绪感知的特征及干预对策研究”(B/2021/04/31);2023年江苏省高校“青蓝工程”优秀青年骨干教师项目;江苏高校青蓝工程“手语翻译”优秀教学团队的研究成果。

摘　　要：选取某特殊教育学校一年级两名听障学生为研究对象,利用单一被试A-B-A倒返实验设计,进行为期两个月的研究,探究代币制对一年级听障学生课堂问题行为的干预成效。结果表明,代币制用于一年级听障学生课堂问题行为的干预具有立即成效、维持成效以及一定的社会效度。在运用代币制时应结合听障学生的特点和个性需要,不轻易扣除代币并建立统一的代币制系统。This paper explores the effect of token program on classroom problem behavior of first-grade hearing-impaired students.Two first-grade hearing-impaired students from a special education school were selected as the research objects,and a two-month intervention study was conducted through the A-B-A reversal study design with a single subject.The results show that token program has immediate,effective and certain social effectiveness for hearing-impaired students.It is suggested that the application of token program should be combined with the characteristics and individual needs of hearing-impaired students.Besides,Tokens should not be deducted easily and a unified token program system should be established.

关 键 词：代币制 听障学生 课堂问题行为 

分 类 号：G762[文化科学—特殊教育学]