University of Notre Dame.
J Appl Behav Anal. 1971 Winter;4(4):283-90. doi: 10.1901/jaba.1971.4-283.
Positive reinforcement, physical guidance, and fading procedures were used to teach two severely retarded children motor responses to a variety of verbal instructions. Subjects' responses to one set of instructions provided the focus for the training procedures. Their responses to a second set of instructions were used to assess the generalized effects of training. The frequency of responses to both sets of instructions was evaluated during Baseline 1, Training 1, Baseline 2, and Training 2 periods. During the training periods, this evaluation was made after the daily training sessions when no training procedures were in effect. Results indicated that the subjects showed pronounced increases in instruction-following behaviors (both trained and untrained) during training periods with decreases in such behavior occurring during the Baseline 2 period. The general findings demonstrate the applicability of the training procedures for producing and maintaining instruction-following behaviors in severely retarded children and for facilitating appropriate responding to instructions not directly involved in training.
正强化、身体引导和消退程序被用来教授两个严重智障儿童对各种口头指令的运动反应。受试者对一组指令的反应是训练程序的重点。他们对第二组指令的反应被用来评估训练的一般效果。在基线 1、训练 1、基线 2 和训练 2 期间，评估了两组指令的反应频率。在训练期间，当没有训练程序生效时，在每日训练课程后进行此评估。结果表明，在训练期间，受试者在跟随指令方面（无论是训练的还是未训练的）表现出明显的增加，而在基线 2 期间，这种行为则减少。总体发现表明，这些训练程序可用于产生和维持严重智障儿童的跟随指令行为，并促进对未直接参与训练的指令的适当反应。
