Neef N A, Trachtenberg S, Loeb J, Sterner K
Devereux Foundation, Institute of Clinical Training and Research, Devon, Pennsylvania 19333-0400.
J Appl Behav Anal. 1991 Fall;24(3):473-86. doi: 10.1901/jaba.1991.24-473.
We conducted two studies to evaluate a video-based instructional package for training respite care providers and the role of presentation format (viewing the videotapes alone, with a partner, and with structured group training) as a contextual variable. In Study 1, the results of a within-subjects Latin square design nested within a multiple baseline showed that performance during simulated (role-played) respite care situations improved in five of the six skill areas for the 12 trainees following presentation of the videotape, with no differences between presentation formats. Correct responding generalized to respite care situations involving a developmentally disabled child, and in most cases, acquired skills were maintained for up to 6 months. In Study 2, we conducted a clinical replication of Study 1 under conditions more closely approximating those in which the training program would be implemented by respite care agencies. Results of the between-groups analysis were consistent with the findings of Study 1.
我们开展了两项研究，以评估一个基于视频的教学包对临时护理提供者的培训效果，以及呈现形式（单独观看录像带、与同伴一起观看、以及进行结构化小组培训）作为一个情境变量所起的作用。在研究1中，一项嵌套于多基线设计的被试内拉丁方设计结果显示，在向12名受训者播放录像带后，模拟（角色扮演）临时护理情境下六个技能领域中的五个领域的表现有所改善，不同呈现形式之间没有差异。正确反应推广到了涉及发育障碍儿童的临时护理情境中，并且在大多数情况下，习得的技能可保持长达6个月。在研究2中，我们在更接近临时护理机构实施培训计划的条件下对研究1进行了临床复制。组间分析结果与研究1的结果一致。
