Vanderbilt University.
J Appl Behav Anal. 1995 Summer;28(2):201-18. doi: 10.1901/jaba.1995.28-201.
A multiple-baseline-across-students design was used to investigate the effects of multiple-exemplar self-instructional training on the acquisition and generalization of conversational interaction of 4 high school students with mental retardation. The multiple-exemplar component of the model consisted of (a) several peers without disabilities teaching the use of a self-instructional social skills strategy across diverse examples of conversational interactions and across two settings and (b) assessing the generalized effects of training across additional peers and one setting. Findings indicated that peers were effective in teaching the multiple-exemplar strategy and that peer training was associated with systematic increases in generalized conversational interactions with familiar and unfamiliar peers with and without disabilities in an additional setting. Social validation data indicated that following multiple-exemplar training, all participants' performances approximated those of general education students and was judged by others to have improved.
采用跨学生多基线设计来研究多范例自我指导训练对 4 名智障高中生会话互动习得和泛化的影响。该模型的多范例组成部分包括：（a）几位无残疾的同龄人在两个不同的环境中教授使用自我指导的社交技能策略，以及（b）评估训练在其他同龄人以及一个环境中的泛化效果。研究结果表明，同龄人在教授多范例策略方面是有效的，同伴培训与在额外环境中与熟悉和不熟悉的残疾和非残疾同龄人进行的泛化会话互动的系统增加有关。社会验证数据表明，在进行多范例训练后，所有参与者的表现都接近普通教育学生的水平，并且被他人认为有所提高。
