A Study of Intervention to Improve active Questioning Ability in Children with Intellectual Disabilities

JIN Li-ming; SHEN Zhi-ping

doi:10.3969/j.issn.1672-4933.2024.06.017

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A Study of Intervention to Improve active Questioning Ability in Children with Intellectual Disabilities

Rehabilitation Education | 更新时间：2026-07-11

- A Study of Intervention to Improve active Questioning Ability in Children with Intellectual Disabilities
- Chinese Scientific Journal of Hearing and Speech Rehabilitation Vol. 22, Issue 6, Pages: 632-635(2024)
- 作者机构：
  
  上海市宝山区培智学校上海 201900
- 作者简介：
- 基金信息：
- DOI：10.3969/j.issn.1672-4933.2024.06.017
  CLC： G76
- Received：14 June 2023，
  
  Published：15 November 2024
- 稿件说明：
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金黎明,沈志萍.阶梯式疑问句训练策略提升智力障碍儿童主动提问能力的干预研究[J].中国听力语言康复科学杂志,2024,22(06):632-635.

JIN Li-ming,SHEN Zhi-ping.A Study of Intervention to Improve active Questioning Ability in Children with Intellectual Disabilities[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(06):632-635.
金黎明,沈志萍.阶梯式疑问句训练策略提升智力障碍儿童主动提问能力的干预研究[J].中国听力语言康复科学杂志,2024,22(06):632-635. DOI： 10.3969/j.issn.1672-4933.2024.06.017.

JIN Li-ming,SHEN Zhi-ping.A Study of Intervention to Improve active Questioning Ability in Children with Intellectual Disabilities[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2024,22(06):632-635. DOI： 10.3969/j.issn.1672-4933.2024.06.017.

摘要

目的

研究阶梯式疑问句训练策略对提高智力障碍儿童主动提问能力的干预效果。

方法

采用单一被试中的跨行为多试探实验设计及访谈法，选取1名对象的2个目标问句进行干预，对比干预结果及社会效度。

结果

①阶梯式疑问句训练策略对提高学龄智力障碍儿童主动提问能力具有良好的立即、维持效果；②阶梯式疑问句训练策略对提高智力障碍儿童主动提问能力有较好的类化效果；③阶梯式提问句训练策略具有较好的社会效度。

结论

本研究验证了阶梯式疑问句训练策略对提高学龄智力障碍儿童的主动提问技能具有立即、维持和类化效果，还可以促进其他技能的发展。

Abstract

Objective

To study the effect of step questioning training strategy on active questioning in children with intellectual disabilities.

Methods

Using the cross-behavior multiple test experiment design and interview method of a single subject

two target questions of one subject were selected for intervention

which compared the results after intervention and obtained social validity.

Results

The step questioning training strategy had good immediate and maintenance effect on improving the active questioning ability of school-age children with mental disabilities. The step questioning training strategy had a better effect on improving the active questioning ability of children with mental disabilities. The training strategy of step questioning sentence had good social validity.

Conclusion

This study verifies that the stepped questioning sentence training strategy has an immediate

maintenance and classification effect on improving the active questioning skills of school-age intellectual disabilities children

and can also promote the development of other skills.

关键词

Keywords

references

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