Domaracki J W, Lyon S R
Indiana University of Pennsylvania 15701.
Res Dev Disabil. 1992;13(4):363-79. doi: 10.1016/0891-4222(92)90011-t.
Effects of naturalistic instruction and simulation instruction for the acquisition, generalization, and maintenance of housekeeping and janitorial work skills in young adults with moderate and severe mental retardation were assessed. The performance of the four participants (under the two methods of instruction for two job task sequences) was assessed using a multiple probe design across behaviors. Both the naturalistic and simulation instructional methods involved noninstructional probes, instruction sessions, generalization probes, and withdrawal of instruction. Results of noninstructional probes parallel to simulation instruction sessions indicated only a minimal improvement over initial (base-line) noninstructional probes. By contrast, noninstructional probes parallel to naturalistic instruction showed a marked improvement for all four participants with correct responding reaching or exceeding the 90% level. Naturalistic instruction was an effective means of producing skill acquisition, while generalization of the learned skill was marginal.
评估了自然主义教学和模拟教学对中重度智力障碍青年成人获得、泛化和维持家务及清洁工作技能的影响。使用跨行为的多重探测设计评估了四名参与者（在两种教学方法下针对两个工作任务序列）的表现。自然主义和模拟教学方法都包括非教学性探测、教学课程、泛化探测和教学撤销。与模拟教学课程平行的非教学性探测结果表明，与初始（基线）非教学性探测相比仅有极小的改善。相比之下，与自然主义教学平行的非教学性探测显示，所有四名参与者都有显著改善，正确反应达到或超过90%的水平。自然主义教学是获得技能的有效手段，而所学技能的泛化效果有限。
