Light Janice, McNaughton David, Krezman Carole, Williams Michael, Gulens Maija, Galskoy Alix, Umpleby Marleah
Department of Communication Sciences and Disorders, The Pennsylvania State University, University Park, PA 16802, USA.
Augment Altern Commun. 2007 Mar;23(1):56-75. doi: 10.1080/07434610600924499.
In this study, we investigated the effects of a self-paced instructional program, delivered via an accessible website, to teach sociorelational skills and collaborative problem-solving skills to adults with cerebral palsy who used augmentative and alternative communication (AAC). The instruction was designed to prepare participants to serve as mentors, in an Internet-based mentor program, for adolescents and young adults who also used AAC (Light & McNaughton, 2002). The effect of the training program was evaluated in two separate studies utilizing single-subject multiple probe designs: Study 1 investigated the effects of Lesson 1 of the web-based instructional program on the acquisition of sociorelational skills by six adults who used AAC; and, Study 2 focused on the effects of Lesson 2 on the acquisition of collaborative problem-solving skills by 15 adults who used AAC. All participants in Study 1 successfully acquired the target sociorelational skills to help them establish positive mentoring relationships with their protégés, and all participants in Study 2 acquired the collaborative problem-solving skills to support protégés in overcoming challenges in their lives and attaining goals. Results are discussed, along with implications for practice and directions for future research.
在本研究中，我们调查了通过一个易于访问的网站提供的自定进度教学计划的效果，该计划旨在向使用辅助和替代沟通（AAC）的成年脑瘫患者教授社会关系技能和协作解决问题的技能。该教学旨在让参与者在一个基于互联网的指导计划中担任青少年和年轻成人的指导者，这些青少年和年轻成人也使用AAC（莱特和麦克诺顿，2002年）。利用单被试多探针设计在两项独立研究中评估了培训计划的效果：研究1调查了基于网络的教学计划第1课对6名使用AAC的成年人获得社会关系技能的影响；研究2则聚焦于第2课对15名使用AAC的成年人获得协作解决问题技能的影响。研究1中的所有参与者都成功获得了目标社会关系技能，以帮助他们与受指导者建立积极的指导关系，研究2中的所有参与者都获得了协作解决问题的技能，以支持受指导者克服生活中的挑战并实现目标。本文讨论了研究结果，以及对实践的启示和未来研究的方向。
