O'Reilly M F, Green G, Braunling-McMorrow D
University of Illinois, Champaign-Urbana.
J Appl Behav Anal. 1990 Winter;23(4):431-46. doi: 10.1901/jaba.1990.23-431.
This study evaluated the use of written checklists and task analyses as self-administered prompts to teach home accident prevention skills to 4 adults with brain injuries. Subsequent to baseline, participants used written checklists that identified potential in-home hazards but did not prompt behaviors necessary for hazard remediation. Written individualized task analyses, incorporating specific behavioral steps for correcting hazards that participants had failed to remediate during the checklist phase, were used to prompt appropriate responding when necessary. These were subsequently faded to transfer stimulus control to the natural conditions. A multiple probe technique across participants and settings was used. Results indicated that the checklist alone was sufficient to increase appropriate responses to many of the potential hazards. Individualized task analyses, when needed, resulted in appropriate remediation of all potential hazards. Generalization to untrained potential hazards occurred to some degree for all participants. Follow-up results showed that most skills trained were maintained over a 1-month period.
本研究评估了使用书面检查表和任务分析作为自我管理提示，向4名脑损伤成年人传授家庭事故预防技能的效果。在基线期之后，参与者使用书面检查表，该检查表识别了潜在的家庭危险，但未提示消除危险所需的行为。书面的个性化任务分析纳入了针对参与者在检查表阶段未能消除的危险进行纠正的具体行为步骤，以便在必要时提示适当的反应。这些随后逐渐消退，以将刺激控制转移到自然条件下。采用了跨参与者和环境的多重探测技术。结果表明，仅检查表就足以增加对许多潜在危险的适当反应。必要时，个性化任务分析导致所有潜在危险得到适当消除。所有参与者在一定程度上都出现了对未训练的潜在危险的泛化。随访结果表明，大多数训练的技能在1个月内得以保持。
