«上一篇/Previous Article|本期目录/Table of Contents|下一篇/Next Article»

《心理学探新》[ISSN:1003-5184/CN:36-1228/B]

期数:

 2022年06期

页码:

 563-570

栏目:

 应用心理学

出版日期:

 2022-12-31

文章信息/Info

Title:

 A Case Study of Video Self-modeling Intervention on Classroom Scholastic Self-supporting for the Early School Children

文章编号:

1003-5184(2022)06-0563-08

作者:

 凌 辉¹; 2; 周玉霞¹; 陈 兰¹; 冯 洪³; 周彩萍¹; 宁 柳¹; 李海斌¹; 张建人⁴

 (1.湖南师范大学认知与人类行为湖南省重点实验室,长沙 410082; 2.湖南省心理健康教育研究基地,长沙 410081; 3.湖南文津教育研究院,长沙 410013; 4.海南医学院附属海南省妇女儿童医学中心,海南省热带脑科学研究与转化重点实验室,海口 571199)

Author(s):

 Ling Hui¹; 2; Zhou Yuxia¹; Chen Lan¹; Feng Hong³; Zhou Caiping¹; Ning Liu¹; Li Haibin¹; Zhang Jianren⁴

 (1.Cognition and Human Behavior Key Laboratory of Hunan Province,Hunan Normal University,Changsha 410082; 2.Research Center for Mental Health Education of Hunan Province,Hunan Normal University,Changsha 410081; 3.Hunan Wenjin Research Institute of Education,Changsha 410013; 4.Affiliated Maternal and Child Health Hospital,Key Laboratory of Brain Science Research & Transformation in Tropical Environment of Hainan Province,Hainan Medical University,Haikou 571199)

关键词:

 自我录像示范;  学龄初期儿童;  课堂学业自立;  个案研究

Keywords:

 video self-modeling;  early school children;  classroom scholastic self-supporting;  case study

分类号:

 B848

DOI:

 -

文献标识码:

 A

摘要:

 为了探讨自我录像示范对学龄初期儿童课堂学业自立养成的影响,研究采用单个被试的A-B实验设计,用自我录像示范对一名学龄初期儿童的课堂学业自立进行干预。结果表明:自我录像示范的干预能提高个案的课堂学业自立水平,在干预期和追踪期出现高课堂学业自立行为的频次均高于基线期。结论:自我录像示范能够促进学龄初期儿童课堂学业自立的养成。儿童对于示范录像中目标行为的习得和运用可以泛化到日常生活中类似的其他情境中,且情景越相似,效果越佳。

Abstract:

 In order to explore the effect of the intervention of video self-modeling on classroom scholastic self-supporting for the early school children,this study used a single subject's A-B experimental design to intervene a child's classroom scholastic self-supporting with video self-modeling.The results showed that the intervention of video self-modeling could improve the level of classroom scholastic self-supporting of the case,and the frequency of high classroom scholastic self-supporting in the intervention expectation and follow-up period was higher than that in the baseline period.Conclusion:video self-modeling can promote the development of early school children's classroom scholastic self-supporting.Children's acquisition and application of target behavior in the demonstration video can be generalized to other similar situations in daily life,and the more similar the situations are,the better the effect will be.

参考文献/References

 阿尔伯特·班杜拉.(2009).社会学习理论.北京:中国人民大学出版社.
蔡迎旗,王翌.(2022).促进幼儿深度学习的教师支持策略研究——以角色游戏为例.河北师范大学学报(教育科学版),24(3),115-122.
陈建军,张昊天,单盛楠.(2020).录像示范教学提升自闭症儿童功能性游戏能力的个案研究.中国听力语言康复科学杂志,18(4),314-317.
李欢,彭燕.(2018).近十年录像示范法在自闭症谱系障碍干预研究中的国际热点主题和研究前沿分析.中国特殊教育,25(10),26-32.
李泉,宋亚男,廉彬,冯廷勇.(2019).正念训练提升3～4岁幼儿注意力和执行功能.心理学报,51(3),324-336.
李毓秋,张厚粲,朱建军.(2011).韦氏儿童智力量表第4版(中文版)六分测验简版及其在智力残疾评定中的作用.中国康复理论与实践,17(12),1101-1104.
连福鑫,贺荟中.(2011).美国自闭症儿童融合教育研究综述及启示.中国特殊教育,18(4),30-36.
林崇德.(2018).发展心理学(第三版).北京:人民教育出版社.
凌辉,黄希庭.(2006).6至12岁儿童自立行为的研究.心理科学,43(4),937-940.
凌辉,黄希庭.(2009).6～12岁儿童自立发展特点的研究.心理科学,46(6),1359-1362.
凌辉,杨钰,刘朝莹,张建人,刘佳怡.(2020).行为契约法改善小学生学业拖延的个案研究.中国临床心理学杂志,28(4),861-866.
刘可.(2010).如何进行内容效度的检验.护士进修杂志,25(1),37-39.
邱淞,潘黎,侯剑华.(2013).国际特殊教育研究的热点领域和前沿演进——基于SSCI中最有影响力的十种特殊教育期刊文献的计量和可视化分析.中国特殊教育,20(7),8-16.
孙岩,刘沙,杨丽珠.(2016).父母教养方式、同伴接纳和教师期望对小学生人格的影响.心理科学,39(2),343-349.
谭成慧,宋博海,马姗姗,赵凡,佘韵婕,刘电芝.(2021).自闭症患儿行为干预研究方法的发展与趋势.中国临床心理学杂志,29(2),436-442.
王珲.(2016).现代儿童心理发展特点探析——评《儿童心理发展理论》.中国教育学刊,37(8),114.
王培凤.(2018).基于录像示范法的中度智障儿童课堂规则执行训练的个案研究(硕士学位论文).华东师范大学,上海.
翁盛,魏寿洪.(2015).录像示范法在自闭症儿童社交技能训练中的应用.中国特殊教育,22(9),25-32.
徐小军.(2018).心理剧对学龄初期儿童课堂学业自立培养的个案研究(硕士学位论文).湖南师范大学,长沙.
杨丽珠,李淼,陈靖涵,沈悦.(2016).教师期望对幼儿人格的影响:师幼关系的中介效应.心理发展与教育,32(6),641-648.
杨琼,蔡军.(2022).儿童早期数学能力与学习品质的发展趋势及其关系变化--基于大班与一年级数据的比较.学前教育研究,29(12),32-43.
张莉.(2021).儿童执行功能与早期学业能力的关系:学习品质的中介作用.心理与行为研究,19(1),52-58.
Bellini,S.,& Akullian,J.(2007).A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders.Exceptional Children,73(3),264-287.
Buggey,T.,& Ogle,L.(2012).Video self-modeling.Psychology in the Schools,49(1),52-70.
Dymond,S.,Dunsmoor,J.E.,Vervliet,B.,Roche,B.,& Hermans,D.(2015).Fear generalization in humans:Systematic review and implications for anxiety disorder research.Behavior Therapy,46(5),561-582.
Hitchcock,C.H.,Dowrick,P.W.,& Prater,M.A.(2003).Video self-modeling intervention in school-based settings:A review.Remedial and Special Education,24(1),36-45.
Lee,S.H.,& Kyun.(2010).The compararison of interventions using video self-modeling and photo board on activities of daily living of students with mental retardation.Journal of Special Education & Rehabilitation Science,49(1),157-182.
McCoy,K.,& Hermansen,E.(2007).Video modeling for individuals with autism:A review of model types and effects.Education and Treatment of Children,30(4),183-213.
McNiff,M.T.,Maag,J.W.,& Peterson,R.L.(2019).Group video self-modeling to improve the classroom transition speeds for elementary students.Journal of Positive Behavior Interventions,21(2),117-127.
Prater,M.A.,Carter,N.,Hitchcock,C.,& Dowrick,P.(2012).Video self-modeling to improve academic performance:A literature review.Psychology in the Schools,49(1),71-81.
Wilkes-Gillan,S.,Cordier,R.,Chen,Y.W.,Swanton,R.,Mahoney,N.,Trimboli,C.,Yule,E.,& Tam,E.(2021).A systematic review of video-modelling interventions for children and adolescents with attention-deficit hyperactivity disorder.Australian Occupational Therapy Journal,68(5),454-471.

备注/Memo

备注/Memo:

 基金项目:2019年度国家社会科学基金“十三五”规划教育学一般课题“隔代教养儿童自立行为发展轨迹及干预研究”(BBA190025)。
通讯作者:张建人,E-mail:1625210881@qq.com。

常用功能

更新日期/Last Update:  2022-12-20