Misra A
Department of Teacher Education, State University of New York, Potsdam.
Except Child. 1992 May;58(6):495-507. doi: 10.1177/001440299205800604.
The effects of self-monitoring on generalization and maintenance of social skills were investigated. Participants were one female and two male adults with mild mental retardation. A multiple-baseline-across-subjects design with five phases was employed. After an initial baseline condition, the subjects were trained in individualized social skills. Following return to baseline, subjects were taught to self-monitor their behavior, in both training and natural settings. Finally, the use of the self-monitoring device was faded, and all intervention contingencies were withdrawn for the maintenance phase. Data were collected in the analogue and generalization settings throughout all phases of the study. Self-monitoring assisted in generalization of trained social skills across settings and people; however, maintenance results were variable.
研究了自我监控对社交技能泛化和维持的影响。参与者为一名成年女性和两名成年男性，均患有轻度智力障碍。采用了一个包含五个阶段的跨被试多基线设计。在初始基线期之后，对被试进行个性化社交技能训练。回到基线期后，教导被试在训练和自然情境中自我监控其行为。最后，逐渐减少自我监控设备的使用，并在维持阶段撤销所有干预条件。在研究的所有阶段，均在模拟情境和泛化情境中收集数据。自我监控有助于将训练的社交技能泛化到不同情境和人群中；然而，维持结果存在差异。
