Reid D H, Phillips J F, Green C W
Western Carolina Center, Morganton, North Carolina 28655.
J Appl Behav Anal. 1991 Summer;24(2):319-36. doi: 10.1901/jaba.1991.24-319.
The behavioral research on teaching individuals who have profound multiple handicaps is reviewed. The primary focus is on determining the degree to which behavioral research has demonstrated the teaching of meaningful skills to this population. Results of the review indicate that investigations have demonstrated, albeit inconsistently, that behavior change has resulted from contingency management interventions with persons who have profound multiple handicaps. However, there is little evidence that such interventions have resulted in meaningful behavior change according to currently accepted criteria for beneficially affecting the quality of life of persons with serious handicaps. Potential explanations for the lack of such evidence are offered, including the relative lack of research attention given to this issue, the possible ineffectiveness of the components of the technology applied, and possible ineffective application of the potentially effective technology. Suggestions for future research are discussed in terms of developing more effective educational and habilitative services for persons with profound multiple handicaps. In particular, we suggest research on a wider variety of behavioral teaching procedures, providing more comprehensive evaluations of the applications of procedures and developing treatment programs that do not focus solely on traditional skill acquisition.
本文回顾了针对重度多重残疾个体的教学行为研究。主要关注点在于确定行为研究在何种程度上证明了向这一群体教授有意义技能的可行性。回顾结果表明，尽管研究结果并不一致，但调查显示，针对重度多重残疾个体的应急管理干预已导致行为改变。然而，几乎没有证据表明，根据目前公认的有益影响重度残疾人士生活质量的标准，此类干预已导致有意义的行为改变。文中提供了缺乏此类证据的潜在解释，包括对该问题的研究关注度相对较低、所应用技术组成部分可能无效，以及潜在有效技术的应用可能无效。针对为重度多重残疾人士开发更有效的教育和康复服务，文中讨论了未来研究的建议。特别是，我们建议对更广泛的行为教学程序进行研究，对程序应用进行更全面的评估，并开发不仅仅专注于传统技能习得的治疗方案。
