Brady N C, Saunders K J, Spradlin J E
Anal Verbal Behav. 1995;12:43-52. doi: 10.1007/BF03392896.
There have been many published reports of attempts to teach requests to individuals with severely limited verbal repertoires associated with developmental disabilities. Few of these studies used Skinner's (1975) term mand to refer to the behavior taught, yet many seemed to be influenced by Skinner's analysis. We analyzed procedures according to three variables: motivational conditions, supplemental stimulation, and consequences. Individuals with severely limited verbal repertoires provide unique opportunities to study how each of these three variables influence the acquisition of requests. Our analysis indicated that several different procedures were effective in teaching requests, however the degree of supplemental stimulation for the requests varied greatly. Future request teaching programs should consider how each of these three variables influences targeted responses as well as how these variables influence generalization from teaching contexts to nonteaching contexts.
已有许多发表的报告讲述了尝试向与发育障碍相关的言语能力严重受限的个体教授请求行为。这些研究中很少有使用斯金纳（1975）的术语“祈使”来指代所教授的行为，但许多研究似乎受到了斯金纳分析的影响。我们根据三个变量分析了程序：动机条件、辅助刺激和后果。言语能力严重受限的个体提供了独特的机会来研究这三个变量中的每一个如何影响请求行为的习得。我们的分析表明，几种不同的程序在教授请求行为方面是有效的，然而，对请求行为的辅助刺激程度差异很大。未来的请求行为教学项目应考虑这三个变量中的每一个如何影响目标反应，以及这些变量如何影响从教学情境到非教学情境的泛化。
