Yoder Paul, Lieberman Rebecca
Vanderbilt University.
Evid Based Commun Assess Interv. 2010 Dec;2(4):225-234. doi: 10.1080/17489530802632992.
This paper uses examples of treatment research on declaratives to illustrate criteria for determining whether a taught behavior is a "skill", not just a context-bound behavior and whether the taught skill has associations with other theoretically linked skills as one type of validation evidence. The paper uses data from three treatment studies to illustrate the issues and proposed criteria. The paper concludes with a call to consumers and producers of treatment research to use the criteria to judge the developmental importance of treatment outcomes.
本文使用关于陈述性知识的治疗研究示例，来说明确定所教授行为是一种“技能”而非仅仅是情境限定行为的标准，以及所教授技能是否与其他理论上相关联的技能存在关联，以此作为一种验证证据类型。本文使用三项治疗研究的数据来说明这些问题和提出的标准。文章最后呼吁治疗研究的消费者和生产者使用这些标准来判断治疗结果的发展重要性。
