APPLICATIONS OF COMPUTER TEACHING TECHNOLOGY

项目7是持续努力的一部分，目的是扩大 行为方法论教会人们认真的、终身的学习 困难。研究人群是患有精神疾病的儿童和成年人 智障，未来可能包括社区安置，但 他们的语言技能使他们很难或不可能与他们一起教学 通常的教学方法。项目7解决了有关 主要以过程为导向的研究的生态有效性 之前由我们的研究小组提出，并在本PO1的其他地方提出 申请(见项目1-4)。我们研究了我们的 实验室发现的以计算机为基础的活动 实用的视词技巧。 我们开发了几种先进的教学方法来建立新的 刺激-刺激和刺激-反应关系在标准和 构建-与样本匹配的响应。这些关系产生了 配对、命名和写作表演的网络。以前的研究 我们的研究小组和其他人已经表明，这些技术可能是 不仅对学习基本学习过程有用，而且对 教授功能性沟通技能的前提条件。这些研究 进一步表明，这些技巧可能会提高教学效率 因为它们导致了新的行为的出现，而这些行为 直接的条件反射。然而，在我们的第一个PO1项目之前，没有人 已经为下一个逻辑步骤奠定了基础，将 技术纳入建立曲目的广泛方法论 稳定、灵活、适应能力强的行为。项目7寻求开发这样一种 视觉词功能用法教学综合方案。 至少有三种以干预为导向的研究 可能与视觉词的发展有关 教学计划：(A)询问某一特定项目是否 程序或方案是否有效；(B)评估 两个或两个以上程序或程序的相对有效性；(C)研究 它考察了从培训设置到 功能性活动。项目7建议的研究内容包括 关于干预有效性、相对有效性和 泛化。项目7的具体目标是：(1)确定 基于排斥的教学方法对教学是否普遍有效 听觉-接受型阅读表现；(2)评估阅读效果 最近开发的示例性刺激整形方法用于教授视觉单词 理解；(3)扩展分析两个过程，刺激消退 和复杂样本的延迟匹配，用于在 计算机化构建的背景-响应与样本匹配；(4)至 比较排除法和刺激消退法的疗效 标准指示方法(延时程序)；(5)确定 通过计算机获得的视词技能的程度 指导在培训环境之外发挥作用，通过检查 概括为(A)传统的“桌面”教学情景，以及(B) 遵循说明的任务。如果泛化不完整，我们将 探索规划培训转移的方法；以及(6)制定 用于扩展刺激等价关系网络的程序 从基本的视觉词汇到扩展的匹配曲目， 在日常教学中起作用的阅读和拼写技能- 以下活动。

Project 7 is part of a continuing effort to extend the limits of behavioral methodology for teaching people with severe, lifelong learning difficulties. The study population is children and adults with mental retardation whose future is likely to include community placement but whose language skills render them difficult or impossible to teach with usual methods of instruction. Project 7 addresses questions about the ecological validity of the largely process-oriented research conducted previously by our research group and proposed elsewhere in this PO1 application (see Projects 1-4). We examine the applicability of our laboratory findings to computer-based activities that establish functional sight-word skills. We have developed several advanced teaching methods for establishing new stimulus-stimulus and stimulus-response relations in standard and constructed-response matching to sample. Those relations engender networks of matching, naming and writing performances. Previous studies by our research group and others have shown that these techniques may be useful not only for studying basic learning processes but also for teaching prerequisites for functional communication skills. The studies show further that these techniques may increase teaching efficiency because they lead to the emergence of new behavior that has not been directly conditioned. Prior to our first PO1 project, however, no one had established the foundation for the next logical step, integrating the techniques into a broad methodology for establishing repertoires of stable, flexible, adaptive behavior. Project 7 seeks to develop such an integrated program for teaching the functional use of sight words. There are at least three levels of intervention-oriented research that may be identified with respect to the development of sight-word instructional programs: (a) research that asks whether a particular procedure or program is effective; (b) comparative research that assesses the relative efficacy of two or more procedures or programs; (c) research that examines generalization and transfer from training settings to functional activities. The studies proposed in Project 7 address questions about intervention effectiveness, relative efficacy, and generalization. The Specific Aims of Project 7 are: (1) to determine whether exclusion-based methods will be generally effective to teach auditory-receptive reading performances; (2) to assess the effectiveness of recently developed sample stimulus-shaping methods to teach sight-word comprehension; (3) to extend analyses of two procedures, stimulus fading and delayed matching with complex samples, for teaching spelling in the context of computerized constructed-response matching to sample; (4) to compare the efficacy of the exclusion and stimulus-fading methods to standard methods of instruction (time-delay procedures); (5) to determine the extent to which sight-word skills acquired by computer-based instruction are functional outside the training context, by examining generalization to (a) traditional "tabletop" teaching situations, and (b) instruction-following tasks. If generalization is incomplete, we will explore methods to program transfer of training; and (6) to develop a program for expanding the network of stimulus equivalence relations from a basic sight-word vocabulary to an extended repertoire of matching, reading, and spelling skills that are functional in everyday instruction- following activities.