Effects of Computer-Assisted Instruction on Students' Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior

被引：13

作者：

Mazzotti, Valerie L. ^{[1
]}

Wood, Charles L. ^{[1
]}

Test, David W. ^{[1
]}

Fowler, Catherine H. ^{[1
]}

机构：

[1] Univ N Carolina, Dept Special Educ & Child Dev, Charlotte, NC 28223 USA

来源：

JOURNAL OF SPECIAL EDUCATION | 2012年 / 45卷 / 04期

关键词：

computer-assisted; self-determination; single-subject research; challenging behavior; high-incidence disabilities; DEVELOPMENTAL-DISABILITIES; SKILLS; TECHNOLOGY; ELEMENTARY; DISORDERS; MODERATE; SCHOOL;

D O I：

10.1177/0022466910362261

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Instruction about goal setting can increase students' self-determination and reduce problem behavior. Computer-assisted instruction could offer teachers another format for teaching goal setting and self-determination. This study used a multiple probes across participants design to examine the effects of computer-assisted instruction on students' knowledge of the Self-Determined Learning Model of Instruction (SDLMI) and level of disruptive behavior. Results indicated increased knowledge of the SDLMI and decreased levels of disruptive behavior for all participants. Implications for future research and practice are discussed.

引用

页码：216 / 226

页数：11

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