McCarthy John, Light Janice, McNaughton David
The Pennsylvania State University, PA, USA.
Augment Altern Commun. 2007 Jun;23(2):100-12. doi: 10.1080/07434610600720426.
Individuals with disabilities who require augmentative and alternative communication (AAC) systems typically face considerable challenges in their educational, vocational, and living situations. Developing effective problem solving skills is important to maximizing outcomes. Current problem-solving programs do not address the unique needs of individuals who use AAC in terms of instructional content and instructional format. The current study implemented a single-subject, multiple probe across subjects design to investigate the effects of an online instructional program designed to teach problem solving to young adults who use AAC. The participants were taught to: (a) describe the problem; (b) outline many possible solutions to the problem; (c) identify the outcomes of the top two solutions; and (d) take action with the best solution. All five participants (ages 18-20) successfully completed the program and learned to implement the elements of effective problem solving in their solutions to hypothetical problems with at least 80% accuracy after instruction. Furthermore, participants demonstrated evidence that they could generalize the strategy to problems in their own lives and that they could maintain their skills in implementing the strategy at least 3 months after the instructional program was completed. Results, implications for practice, limitations, and future research directions are discussed.
需要辅助和替代沟通（AAC）系统的残疾人士在其教育、职业和生活环境中通常面临巨大挑战。培养有效的解决问题能力对于实现最佳结果至关重要。当前的解决问题项目在教学内容和教学形式方面并未满足使用AAC的个人的独特需求。本研究采用单被试、跨被试多探针设计，以调查一个在线教学项目对使用AAC的年轻成年人进行问题解决教学的效果。参与者被教导：（a）描述问题；（b）列出该问题的多种可能解决方案；（c）确定前两种解决方案的结果；以及（d）采用最佳解决方案采取行动。所有五名参与者（年龄在18 - 20岁之间）都成功完成了该项目，并在接受指导后，学会在解决假设问题的方案中以至少80%的准确率实施有效解决问题的要素。此外，参与者证明他们能够将该策略推广到自己生活中的问题，并且在教学项目完成后至少3个月内能够保持实施该策略的技能。本文讨论了研究结果、对实践的启示、局限性以及未来的研究方向。
