Biederman G B, Stepaniuk S, Davey V A, Raven K, Ahn D
Division of Life Sciences, University of Toronto, Scarborough, Ontario, Canada.
Downs Syndr Res Pract. 1999 Aug;6(1):12-8. doi: 10.3104/reports.93.
Children with severe developmental delays (three with Down syndrome and three with autism as the primary diagnosis) observed a videotaped model performing two basic dressing skills without prompting, verbal or otherwise, or explanation by an instructor. In a within-subjects design, dressing skills that were presented at a relatively slow presentation speed through videotaped modelling were eventually performed better than those presented at a relatively fast speed. These data in combination with evidence from this laboratory that passive modelling of basic skills is more effective than interactive modelling (e.g., Biederman, Fairhall, Raven, & Davey, 1998; Biederman, Davey, Ryder, & Franchi, 1994; Biederman, Ryder, Davey, & Gibson, 1991) suggest that standard instructional techniques warrant reexamination both from the basis of instructional effectiveness and the efficient use of the allotment of teacher time.
患有严重发育迟缓的儿童（三名唐氏综合征患儿和三名以自闭症为主要诊断的患儿）观看了一段录像，录像中一名示范者在没有任何提示（无论是言语提示还是其他提示）以及教师讲解的情况下演示了两项基本穿衣技能。在一项被试内设计中，通过录像示范以相对较慢的展示速度呈现的穿衣技能，最终比以相对较快速度呈现的技能表现得更好。这些数据，再加上本实验室的证据表明，基本技能的被动示范比互动示范更有效（例如，比德曼、费尔霍尔、雷文和戴维，1998年；比德曼、戴维、赖德和弗兰奇，1994年；比德曼、赖德、戴维和吉布森，1991年），表明无论是从教学效果还是从教师时间分配的有效利用角度来看，标准教学技术都需要重新审视。
