培训寄养祖父母以训练重度残疾人。
Teaching foster grandparents to train severely handicapped persons.
作者信息
Fabry P L, Reid D H
出版信息
J Appl Behav Anal. 1978 Spring;11(1):111-23. doi: 10.1901/jaba.1978.11-111.
Five foster grandparents were taught training skills for use in their daily interactions with severely handicapped persons in an institution. Following baseline, specific teaching procedures consisting of teacher instructions, prompts, modelling, and praise were implemented. The grandparents' frequency of training three skill areas increased as the specific teaching was implemented in multiple-baseline format. The total amount of training continued as teacher instructions, prompts, and modelling were terminated and praise continued, although the grandparents spent their training time emphasizing only two of the three skill areas. Teacher presence was gradually reduced over an 11-week period, with no decrease in grandparents' frequency of training. Four of the foster grandchildren, all profoundly retarded and multiply handicapped, demonstrated progress throughout the study. Results were discussed in light of the available contributions of foster grandparents in institutional settings and maintenance of staff training.
五位寄养祖父母接受了培训技能，以便在机构中与重度残疾人进行日常互动时使用。在基线期之后，实施了由教师指导、提示、示范和表扬组成的具体教学程序。随着以多基线形式实施具体教学，祖父母在三个技能领域的培训频率增加。尽管祖父母在培训时只强调三个技能领域中的两个，但随着教师指导、提示和示范的终止以及表扬的持续，培训总量仍在继续。在11周的时间里，教师的在场逐渐减少，而祖父母的培训频率并未降低。在整个研究过程中，四个寄养孙辈，均为重度智力迟钝且多重残疾，都取得了进步。根据寄养祖父母在机构环境中的现有贡献以及员工培训的维持情况对结果进行了讨论。
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