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首页> 美国卫生研究院文献>Journal of Applied Behavior Analysis >Behavioral self-management in story writing with elementary school children
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Behavioral self-management in story writing with elementary school children

机译：与小学生故事写作中的行为自我管理

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摘要

The effect of self-management procedures on objective writing responses and on the subjectively assessed quality of children's writing was investigated. All experimental procedures were applied to each of the 37 children in a regular Grade 3 class, and 14 of these children were randomly selected for data collection. Following baseline conditions, self-assessment plus self-recording of writing responses was introduced. This did not increase the number of sentences, number of different action words, or number of different describing words, or improve the quality of the stories. Self-determined and self-administered reinforcement was added to the self-assessment and self-recording procedures contingent on each of the writing responses in turn. Rates of responding were substantially increased and the stories received higher subjective ratings of quality from two independent judges. An increase in on-task behavior was correlated with self-reinforcement of writing responses.
机译：研究了自我管理程序对客观写作反应以及对儿童写作的主观评估质量的影响。将所有实验程序应用于常规3年级的37名儿童中的每一个，并随机选择其中14名儿童进行数据收集。根据基线条件，引入了自我评估以及对书面回答的自我记录。这并没有增加句子的数量，不同动作词的数量或不同描述词的数量，也没有提高故事的质量。自我确定和自我管理的补充内容将根据每个书面回复依次添加到自我评估和自我记录程序中。回应率大大提高，并且故事得到了两位独立法官的较高的主观质量评级。任务行为的增加与写作反应的自我强化相关。

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