Ewha Womans University, South Korea.
Res Dev Disabil. 2010 Mar-Apr;31(2):560-7. doi: 10.1016/j.ridd.2009.12.006. Epub 2010 Jan 15.
The purpose of this study was to evaluate the feasibility of teaching an integrated requesting-rejecting sequence. Four children with developmental disabilities were taught to request missing items and reject wrong items using either speech-generating devices (SGD) or picture-exchange (PE) communication. Data showed that the introduction of the teaching procedures were associated with acquisition of the targeted requesting and rejecting responses. The newly acquired rejecting responses generalized across two untrained activities and were maintained for up to four weeks following intervention for three of the four participants. The missing-item and wrong-item formats can be successfully combined to teach an integrated sequence of requesting and rejecting to students with developmental disabilities who use speech-generating devices (SGD) or picture-exchange (PE) communication.
本研究旨在评估教授综合请求-拒绝序列的可行性。四位发展障碍儿童使用言语生成设备（SGD）或图片交换（PE）沟通，学习请求缺失项目和拒绝错误项目。数据表明，教学程序的引入与目标请求和拒绝反应的获得有关。新获得的拒绝反应在两个未训练的活动中具有泛化性，并且对于四个参与者中的三个，在干预结束后的四周内仍能保持。缺失项目和错误项目格式可以成功地结合起来，教授使用言语生成设备（SGD）或图片交换（PE）沟通的发展障碍学生综合的请求和拒绝序列。
