City University of New York, Flushing, NY 11367, USA.
Behav Modif. 2012 Sep;36(5):619-29. doi: 10.1177/0145445511432920. Epub 2012 Jan 17.
The literature pertaining to training staff, parents, and peers to implement interventions for individuals with developmental disabilities was reviewed for training procedures that incorporated strategies to promote generalization. The search engines for the Journal of Applied Behavior Analysis and Pubmed© were used to find relevant studies. Studies met the inclusion criteria if they sufficiently operationalized their training procedure, took data on individual trainees' performance, and used a single-subject experimental design. The training procedures were coded for generalization procedures as per Stokes and Baer. Of the 54 studies, 46 considered used procedures to promote generalization. The most prevalent generalization procedures were use of common stimuli, followed by using sufficient exemplars and mediated generalization. Studies demonstrated empirical support for these procedures producing generalized use of newly acquired direct-care skills. The remaining generalization procedures cited in Stokes and Baer were absent or far less prevalent. Future research should explore the use of these procedures and their effectiveness as a technology to bring about generalized responding of interventionists' skills.
对培训员工、家长和同伴实施针对发展障碍者的干预措施的文献进行了综述，以寻找培训程序中促进泛化的策略。使用《应用行为分析杂志》和 Pubmed©的搜索引擎查找相关研究。如果研究充分实施了培训程序、记录了个别学员的表现数据，并使用了单一被试实验设计，则符合纳入标准。根据 Stokes 和 Baer 的方法，对培训程序进行了泛化程序的编码。在 54 项研究中，46 项研究考虑了促进泛化的程序。最常见的泛化程序是使用共同刺激，其次是使用足够的范例和中介泛化。研究表明，这些程序对新获得的直接护理技能的广泛使用产生了经验支持。Stokes 和 Baer 中提到的其余泛化程序要么不存在，要么不太常见。未来的研究应该探索这些程序的使用及其作为一种技术的有效性，以促使干预者技能的广泛反应。
