Simultaneous Prompting: An Instructional Strategy for Skill Acquisition
Simultaneous Prompting: An Instructional Strategy for Skill Acquisition
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同时提示：技能习得的教学策略
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
L. Fredrick
中科院分区：
文献类型：
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作者：
R. E. Waugh;P. Alberto;L. Fredrick
无错学习是一种教学方法，旨在消除和/或减少学生在传统试错法中产生的错误（Mueller，Palkovic和Maynard，2007）。各种反应激励策略被用来产生无错学习。同时提示是一种无错的学习策略，有越来越多的文献支持其使用跨越二十年。本文提供了一个全面的文献综述，包括（a）有针对性的教学技能，（B）有针对性的教学人口，（c）的优势和劣势，同时提示，（d）未来的研究领域。无错学习是一种教学方法，旨在减少学生在传统的试错法中犯的错误（Mueller，Palkovic和May- nard，2007）。在无错误的学习过程中，刺激控制从控制性提示转移到辨别性刺激。这种转移是通过使用反应激励策略来实现的。反应激励策略包括额外的信息，这些信息导致正确的反应被发出（Wolery，Ault和Doyle，1992）。无错学习的根本目的是将刺激控制从反应提示转移到自然刺激。Wolery和Gast（1984）确定了四种通常用于转移刺激控制的常见反应提示策略：（a）最大到最小提示，（B）最小到最大提示，（c）分级指导，（d）时间延迟。从最小到最大的提示包括采用最具侵入性的提示，以帮助学生发出正确的反应，并逐渐减弱提示的强度，直到学生正确地独立地对辨别性刺激做出反应。最少到最多的提示为学生提供了一个机会，以独立地回应歧视性刺激。如果学生反应不正确，则提供提示，其强度逐渐增加，直到学生对辨别刺激正确反应。“渐变制导是一种结合物理制导和衰落的技术，其中物理制导系统地、逐渐地减少，然后完全衰落”（Foxx，1982，第129页）。格拉德-评估指导在很大程度上依赖于教师的判断是否需要提示或提示的程度。有两种形式的分级指导。在一种形式中，教师在教授任务时跟踪学生的运动，以在每个步骤中提供指导或移除物理提示。在第二种形式的分级指导中，教师可以提供持续的接触，但逐渐地、系统地减少提示的侵入性和位置（Foxx，1981; Wolery & Gast，1984）。时间延迟是第四种常见的反应提示策略，它通过在辨别性刺激和控制性刺激之间插入延迟，将刺激控制从控制性提示转移到辨别性刺激，从而导致几乎无错误的学习（Snell & Gast，1981; Touchette，1971）。文献中报道了两种形式的时间延迟，渐进时间延迟（PTD）和恒定时间延迟（CTD）。在PTD期间，
Errorless learning is an instructional approach designed to eliminate and/or reduce the number of errors students produce in traditional trial-and-error approaches (Mueller, Palkovic, & Maynard, 2007). Various response prompting strategies are employed to produce errorless learning. Simultaneous prompting is an errorless learning strategy that has a growing body of literature to support its use spanning two decades. This paper provides a comprehensive review of the literature including (a) skills targeted for instruction, (b) populations targeted for instruction, (c) strengths and weaknesses of simultaneous prompting, and (d) future areas of research. Errorless learning is an instructional ap- proach designed to reduce the number of errors students make in traditional trial-and- error approaches (Mueller, Palkovic, & May- nard, 2007). During errorless learning proce- dures stimulus control is transferred from the controlling prompt to the discriminative stim- ulus. This transfer is achieved through the use of response prompting strategies. Response prompting strategies consist of additional in- formation which results in the correct re- sponse being emitted (Wolery, Ault, & Doyle, 1992). The underlying purpose of errorless learning is the transfer of stimulus control from a response prompt to the natural stimu- lus. Wolery and Gast (1984) identified four common response prompting strategies that commonly are employed to transfer stimulus control: (a) most-to-least prompts, (b) least-to- most prompts, (c) graduated guidance, and (d) time delay. Most-to-least prompts consists of employing the most intrusive prompt needed to assist the student in emitting the correct response and fading the intensity of the prompt until the student is correctly re- sponding to the discriminative stimulus inde- pendently. Least-to-most prompts provide the student with an opportunity to respond inde- pendently to the discriminative stimulus. If the student responds incorrectly a prompt is provided which gradually increases in inten- sity until the student responds correctly to the discriminative stimulus. "Graduated guidance is a technique combining physical guidance and fading in which the physical guidance is systematically and gradually reduced and then faded completely" (Foxx, 1982, p. 129). Grad- uate guidance relies heavily on the teacher's judgment whether or not a prompt is required or the degree of prompt required. There are two forms of graduated guidance. During one form a teacher shadows a student's movement when teaching a task to provide guidance dur- ing each step or to remove the physical prompt. During a second form of graduated guidance the teacher may provide constant contact but gradually and systematically re- duce the intrusiveness and placement of the prompt (Foxx, 1981; Wolery & Gast, 1984). Time delay is the fourth common response prompting strategy which results in near er- rorless learning by transferring stimulus con- trol from a controlling prompt to the discrim- inative stimulus by inserting a delay between the presentation of the discriminative stimu- lus and the controlling prompt (Snell & Gast, 1981; Touchette, 1971). Two forms of time delay are reported in the literature, progres- sive time delay (PTD) and constant time delay (CTD). During PTD a systematically increased
学龄前儿童的习得、维持和概括。
影响因子：
2.3
作者：
Goetz,EM;Etzel,BC
通讯作者：
Etzel,BC