Angelo D H, Goldstein H
Bloomsburg University, PA.
J Speech Hear Disord. 1990 May;55(2):231-43. doi: 10.1044/jshd.5502.231.
The effects of a pragmatic teaching strategy on 4 nonspeaking children's abilities to initiate requests for information (i.e., who, what, and where) using manual communication boards were investigated. A teaching strategy based on milieu teaching and time-delay procedures was developed and embedded in naturally structured communication tasks to evoke information requests. Results indicated that information requests using the communication board occurred only after the pragmatic teaching strategy was applied sequentially to the three request types during the experimental condition. This effect was demonstrated repeatedly across the 4 subjects. Although generalization across request types was not demonstrated, substantial generalization was found across partners and environments. A social validation measure confirmed the treatment effectiveness. Independent raters perceived significant differences when viewing before- and after-training videotapes on 7 of 10 communication variables for all subjects.
研究了一种实用教学策略对4名非言语儿童使用手动交流板发起信息询问（即关于谁、什么和哪里）能力的影响。开发了一种基于情境教学和时间延迟程序的教学策略，并将其融入自然结构化的交流任务中，以激发信息询问。结果表明，在实验条件下，只有在实用教学策略依次应用于三种询问类型后，使用交流板的信息询问才会出现。这种效果在4名受试者中反复得到证明。虽然没有证明在不同询问类型之间的泛化，但在不同伙伴和环境中发现了显著的泛化。一项社会效度测量证实了治疗效果。独立评分者在观看所有受试者训练前后的录像带时，在10个交流变量中的7个变量上察觉到了显著差异。
