College of Charleston, Department of Psychology, Charleston, SC 29424, USA.
Res Dev Disabil. 2010 Mar-Apr;31(2):331-7. doi: 10.1016/j.ridd.2009.12.007. Epub 2010 Jan 12.
Lumley and Miltenberger (1997) noted the paucity of empirical investigations involving teaching sexual-abuse-protection skills to people with intellectual disabilities. We reviewed relevant empirical investigations since 1997. Six studies trained sexual-abuse-protection skills, and two also included protection skills related to physical and verbal abuse. Each study involved participants with mild or moderate intellectual disabilities, and four noted their participants' relatively efficient communication skills. No study included male participants, and only one included participants younger than 21. Three studies involved in-situ training, and, while each study arranged a follow-up, skill-maintenance test, only two assessed skill generalization. Discussed are the implications of these findings, the interplay between behavioral and cognitive approaches to this research, and future research directions.
卢利和米尔顿伯格（1997）指出，涉及向智障人士教授性虐待保护技能的实证研究很少。我们回顾了 1997 年以来的相关实证研究。六项研究培训了性虐待保护技能，两项研究还包括了与身体和言语虐待相关的保护技能。每项研究都涉及轻度或中度智障人士，其中四项研究记录了他们参与者相对高效的沟通技能。没有研究包括男性参与者，只有一项研究包括了 21 岁以下的参与者。三项研究涉及现场培训，虽然每项研究都安排了后续的技能保持测试，但只有两项研究评估了技能的泛化。讨论了这些发现的意义，以及行为和认知方法在这项研究中的相互作用，以及未来的研究方向。
