Gast D L, Doyle P M, Wolery M, Ault M J, Farmer S A
University of Kentucky.
Am J Ment Retard. 1991 Jul;96(1):63-80.
The effectiveness and efficiency of four response prompting conditions (progressive time delay, progressive time delay with a descriptive consequent event, system of least prompts, and system of least prompts with a descriptive consequent event) were compared. Students with moderate to severe mental retardation were taught to read functional recipe words. Maintenance and students' acquisition of incidental information were assessed when it was (a) embedded in the prompts of the system of least prompts procedure, (b) included in the descriptive praise statements following correct performance with the progressive time delay and system of least prompts procedures, and (c) not presented. A multiple probe design across behaviors, replicated across subjects, was used. Results indicated that (a) each of the procedures produced criterion level responding: (b) efficiency data on traditional measures were roughly equal; (c) maintenance checks showed no differential effects related to the instructional condition; and (d) incidental information was acquired, although it was not directly targeted for instruction.
比较了四种反应提示条件（渐进性时间延迟、带有描述性结果事件的渐进性时间延迟、最少提示系统以及带有描述性结果事件的最少提示系统）的有效性和效率。对中度至重度智力障碍学生进行功能性食谱单词阅读教学。当附带信息（a）嵌入最少提示系统程序的提示中、（b）包含在渐进性时间延迟和最少提示系统程序正确表现后的描述性表扬语句中以及（c）未呈现时，评估其保持情况和学生对附带信息的习得情况。采用了跨行为的多探针设计，并在多个被试中进行了重复。结果表明：（a）每种程序都产生了达到标准水平的反应；（b）传统测量方法的效率数据大致相等；（c）保持检查显示与教学条件无关的差异效应；（d）尽管附带信息并非直接作为教学目标，但学生仍能习得。
