Marchand-Martella N E, Martella R C, Agran M, Salzberg C L, Young K R, Morgan D
Drake University, Department of Psychology, Des Moines, Iowa 50311.
J Appl Behav Anal. 1992 Winter;25(4):841-51. doi: 10.1901/jaba.1992.25-841.
Peers with mild intellectual disabilities taught first aid skills to 4 students with moderate intellectual disabilities. A multiple probe design across participants was used to examine the effects of the peer teaching program during an acquisition and a partial sequential withdrawal phase. Generalization assessments were conducted in the participants' homes using novel, randomized simulated injuries. Results suggested that the peer teaching program resulted in acquisition of first aid skills, and the participants' skills generalized to the home, to novel simulated-injury locations, and to new trainers. Additionally, a more detailed analysis of the generalized responding suggested that when given a choice among first aid materials, participants treated burns using large adhesive bandages rather than the materials used in training. Participants also successfully treated injuries when novel instructional cues were used. The findings are discussed with respect to training issues, generalization and maintenance of the acquired skills, and the use of peer tutors with disabilities.
患有轻度智力障碍的同龄人向4名患有中度智力障碍的学生传授急救技能。采用跨参与者的多重探测设计，在技能习得阶段和部分顺序撤销阶段检验同伴教学计划的效果。在参与者家中使用新颖的、随机模拟的伤害进行泛化评估。结果表明，同伴教学计划使参与者获得了急救技能，并且他们的技能在家中、新的模拟伤害场景以及面对新的培训师时都能得到泛化。此外，对泛化反应的更详细分析表明，当在急救材料中进行选择时，参与者使用大的粘性绷带处理烧伤，而不是培训中使用的材料。当使用新颖的教学提示时，参与者也成功地处理了伤害。将结合培训问题、所学技能的泛化和保持以及残疾同伴辅导员的使用来讨论这些发现。
