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Title: 促進中/重度智能障礙學生之社會技能的動態評量:從行為學派之操作典範的觀點出發
Other Titles: The Dynamic Assessment for Facilitating Social Skills of Students with Moderate/Severe Mental Retardation: Expanding the Application of Operant Paradigm of Applied Behaviorism
Authors: 林淑莉
Issue Date: Dec-2004
Publisher: 國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
Abstract: 本文主要目的在介紹如何從應用行為學派之擴大操作典範的觀點實施動態評暈,以促進中/重度智能障礙學完之社會技能。首先,為提供有關動態評量之基本概念,七項相關議題被加以討論:定義、類型與應用目的/功能、評量模式、評量結果,解釋、特色或價值、缺點或限制、以及應用對象等。其次,從行為學派操作典範的觀點,探討如何將動態評量擴大應用到中/重建智能障礙學生身上。最後,再用實例解說如何實際應用動態、評量去促進這類學生之社會技能的學習。
Other Identifiers: 8B760008-1019-61A3-C30A-4F0F714E8105
Appears in Collections:特殊教育季刊

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