This is an earlier and more perfect model for learning disabilities. The behavior intervention model takes the basic principle of behaviorism as the guiding ideology, and believes that individual behavior can be changed by manipulating the environment or behavior consequences. The significance of manipulation environment is to provide opportunities for specific behaviors, while the consequences of manipulation are to change the possibility of increasing or decreasing certain behaviors in the future. To use the behavioral intervention model, first of all, we need to make a detailed analysis of the premise and consequences of the behavior, which is often based on direct observation; secondly, in determining the problems that may cause or strengthen our efforts to overcome, the main trial should create a stable and structured intervention environment; thirdly, the rules of intervention should be clear and consistent, and appear in a positive form as much as possible , not in the form of a single prohibition. In addition, the requirements for children with dyslexia should be few and clear in a period of time, and the feedback should be reminded at any time. Behavior intervention model mainly includes timely reinforcement, token system, behavior contract, cold bench, response cost and so on. In addition, these intervention models also include spiritual teaching method, direct guidance method and error free process method, which are designed based on the fact that teachers' teaching has a great impact on children. Taking the error free process method as an example, the basic assumption of this method is: if the teaching process can be properly arranged to avoid mistakes, then children's learning process will be rapid and effective. The main techniques are "stimulus formation" and "response formation". The so-called "stimulus formation" refers to that the teacher induces children to make correct response by controlling the appearance of stimulus. The error free process method is mainly applicable to children's literacy and reading training. This teaching method emphasizes the teacher's careful design of the teaching process, so as to ensure that children with dyslexia can make correct response to each step. Once a child has a wrong response, the teacher, on the one hand, ignores these mistakes and avoids blaming the child. On the other hand, he returns to the previous step and gives further guidance to the task.
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