<b>Facilitation of Self–learning in a College Student with </b><b>Autism Spectrum Disorder</b>

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  • SASAKI Ginga
    Center for Diversity, Accessibility and Career Development, University of Tsukuba
  • AOKI Masumi
    Center for Diversity, Accessibility and Career Development, University of Tsukuba
  • GOMI Yoichi
    Center for Diversity, Accessibility and Career Development, University of Tsukuba
  • NORO Fumiyuki
    Faculty of Human Sciences, University of Tsukuba

Bibliographic Information

Other Title
  • <b>自閉スペクトラム症のある大学生における自主学習の促進</b>
  • 自閉スペクトラム症のある大学生における自主学習の促進 : 行動契約法を用いた学習に対する動機づけの向上
  • ジヘイスペクトラムショウ ノ アル ダイガクセイ ニ オケル ジシュ ガクシュウ ノ ソクシン : コウドウ ケイヤクホウ オ モチイタ ガクシュウ ニ タイスル ドウキズケ ノ コウジョウ
  • <b>行動契約法を用いた学習に対する動機づけの向上 </b>
  • <b>Improvements of Motivation for</b><b> Learning by Using a Behavioral Contracting </b>

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Abstract

<p>Behavioral contracting was conducted to a college student with autism spectrum disorders to investigate whether self-learning was facilitated. The support plan was designed on the basis of the results of assessment which were conducted at the first interview. First, a goal setting was introduced by deciding the number of questions to be tackled in self-learning. Subsequently, a behavioral contracting writing the goal and describing the delivery of corresponding reinforcers was introduced. After the intervention with the behavioral contracting, only the goal setting was conducted again, and its effects on facilitating self-learning was assessed. Results indicated that self-learning was not facilitated only by goal setting and that the behavioral contracting was effective for facilitating selflearning. The above results are discussed from the perspective of establishing and managing reinforcers through behavioral contracting, and moreover, significance as supports for students with disabilities.</p>

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