摘要
通过六个IEP主题教学活动对个案自我决定的八项核心技能(做选择、问题解决、做决定、目标确定和实现、自我倡导、自我管理、自我意识或自我的知识、自我效能)进行干预。研究结果:(1)干预前,个案的自我决定水平比较低且缺乏自我决定的机会。(2)干预后,个案自我决定行为各维度(知识、技能和感受)及总分都显著上升,总分提高了40个百分等级,且不同评估者报告的分数有很强的一致性。(3)个案自我决定行为的泛化程度较高,干预后个案在学校和家里的自我决定行为总分都显著提高,个案学校自我决定总分上升50个百分等级,在家里自我决定总分上升40个百分等级。
Through six IEP thematic teaching activities to train case＇s eight self-determination core skills： choice-making skills, problem-solving skills, decision-making skills, goal setting and attainment skills, self-regulation skills, self-advocacy,self-awareness or self-knowledge, self-efficacy, comprehensively applying observation method, interviewing method, survey method, experimental method to effectively monitor and assess case＇s developing process for self-determination, we get the results as the following,（1）Before intervention,case＇s self-determination at a lower level,and lack the opportunities for self-determination.（2）After intervention, each dimension of self-determination behaviors（knowledge, skill, perceive） and total scores increased significantly, total scores raised 40 percentile ranks, there is a strong consistency between different evaluator＇s reported scores.（3）Case＇s self-determination show a higher degree of generalization. After intervention, the total scores of self-determination（at school and home） increased significantly, the school scores raised 50 percentile ranks, the home scores raised 40 percentile ranks.
基金
毕节学院高层次人才科研启动基金项目(G2012015)"随班就读回流儿童自我决定的干预研究--以毕节地区为例"
关键词
自我决定
逆向回归智力落后儿童
个案
自我决定学习指导模型
Self-determination
Reverse mainstreaming Mental Retardation Children（RMMC）
Case
Self-determined Learning Model of Instruction（SDLMI）
