Bannerman D J, Sheldon J B, Sherman J A
Department of Human Development and Family Life, University of Kansas, Lawrence 66045.
J Appl Behav Anal. 1991 Fall;24(3):571-7. doi: 10.1901/jaba.1991.24-571.
Prompting, modeling, and differential reinforcement with client-chosen rewards were used to teach 3 nonverbal people with severe to profound mental retardation to exit their group homes at the sound of the house fire alarm, using a multiple baseline design. All 3 participants learned to exit independently in less than 2 min in all experimenter-initiated surprise fire drills and in the majority of staff-initiated surprise fire drills. Each participant was also able to exit from five areas of the house from which teaching was not done.
采用多重基线设计，通过提示、示范以及用服务对象选择的奖励进行差别强化，来教导3名重度至极重度智力障碍的无语言能力者，让他们在房屋火警警报响起时离开集体之家。在所有由实验者发起的突击消防演习以及大部分由工作人员发起的突击消防演习中，所有3名参与者都能在不到2分钟内独立撤离。每名参与者还能够从房屋中未进行教学的五个区域撤离。
