Jones L J, Singh N N, Kendall K A
Department of Psychology, University of Otago, New Zealand.
J Ment Defic Res. 1991 Feb;35 ( Pt 1):37-47. doi: 10.1111/j.1365-2788.1991.tb01029.x.
Gentle teaching and visual screening procedures have been used to control severe behaviour problems in persons with mental retardation. An alternating treatments design was used to compare gentle teaching, visual screening and a task-training condition in the reduction of high levels of self-injury of an adult with profound mental retardation. Following baseline, a task-training condition using standard behavioural techniques was implemented to establish the effects of training the subject on age-appropriate tasks. Results showed a modest reduction in self-injury. This was followed by an alternating treatments phase in which visual screening, gentle teaching and no-treatment control conditions were compared. Both procedures were superior to the control condition in reducing self-injury, with visual screening being more effective than gentle teaching. When visual screening was implemented across two and then all three daily conditions, self-injury was further reduced to near-zero levels. Bonding occurred at the same low levels under both treatments, contrary to the predictions of gentle teaching's proponents.
温和教导和视觉筛查程序已被用于控制智力障碍者的严重行为问题。采用交替治疗设计，比较温和教导、视觉筛查和任务训练条件对一名重度智力障碍成年人高水平自我伤害行为减少的效果。在基线期之后，实施了使用标准行为技术的任务训练条件，以确定训练该受试者完成适合其年龄任务的效果。结果显示自我伤害行为有适度减少。随后进入交替治疗阶段，比较视觉筛查、温和教导和无治疗对照条件。两种程序在减少自我伤害方面均优于对照条件，其中视觉筛查比温和教导更有效。当在每天的两个条件下然后在所有三个条件下实施视觉筛查时，自我伤害行为进一步减少到接近零的水平。与温和教导支持者的预测相反，两种治疗下的依恋水平都同样低。
