Radboud University Nijmegen, The Netherlands.
Res Dev Disabil. 2012 Jan-Feb;33(1):283-90. doi: 10.1016/j.ridd.2011.07.040. Epub 2011 Oct 22.
In this study, the effectiveness of instruction and video feedback on response prompting and trainer behavior of direct-care staff during one-to-one training with five children with severe intellectual disability was assessed. During instruction, written information and verbal instruction were given concerning correct and incorrect trainer behavior and response prompting. Video feedback consisted of (a) interrupting a video presentation if an error occurred, (b) providing positive feedback, and (c) prompting the trainer to avoid errors or omissions. The results showed that instruction resulted in an improvement (though not significantly) in correct trainer behavior while video feedback was significantly effective in improving correct trainer behavior. Results were maintained at a 5-week follow-up.
在这项研究中，评估了在对五名严重智力残疾儿童进行一对一训练时，指导和视频反馈对直接护理人员的反应提示和培训师行为的影响。在指导过程中，提供了有关正确和错误的培训师行为和反应提示的书面信息和口头指导。视频反馈包括：(a)如果发生错误，中断视频演示；(b)提供正面反馈；(c)提示培训师避免错误或遗漏。结果表明，指导虽然没有显著提高，但确实提高了正确的培训师行为，而视频反馈则显著提高了正确的培训师行为。在 5 周的随访中，结果得以维持。
