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9
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本文引用的文献

1
The application of establishing operations.建立性操作的应用
Behav Anal. 1993 Fall;16(2):211-4. doi: 10.1007/BF03392625.
2
Establishing operations.建立操作。
Behav Anal. 1993 Fall;16(2):191-206. doi: 10.1007/BF03392623.
3
Mands across the water: A report on the application of the picture-exchange communication system in Peru.《水上的手势：关于图片交换沟通系统在秘鲁应用情况的报告》
Behav Anal. 1993 Spring;16(1):123-8. doi: 10.1007/BF03392617.
4
Establishing use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children.确立在弱势学龄前儿童的自然语言中使用描述性形容词。
J Appl Behav Anal. 1968 Summer;1(2):109-20. doi: 10.1901/jaba.1968.1-109.
5
Teaching choice making during social interactions to students with profound multiple disabilities.向重度多重残疾学生传授社交互动中的决策能力。
J Appl Behav Anal. 1993 Spring;26(1):63-76. doi: 10.1901/jaba.1993.26-63.
6
Establishing the manding function of communicative gestures with individuals with severe/profound mental retardation.确立重度/极重度智力障碍者交际手势的指令功能。
Res Dev Disabil. 1993 Jan-Feb;14(1):39-49. doi: 10.1016/0891-4222(93)90004-4.
7
Developing spontaneous requesting among children with severe mental retardation.培养重度智力障碍儿童的自发请求能力。
Ment Retard. 1986 Dec;24(6):357-63.
8
The competition of autistic stereotyped behavior with usual and specially assessed reinforcers.自闭症刻板行为与常规及特别评估的强化物之间的竞争。
Res Dev Disabil. 1987;8(4):607-26. doi: 10.1016/0891-4222(87)90056-4.
9
Developing mand and tact repertoires in persons with severe developmental disabilities using graphic symbols.使用图形符号培养重度发育障碍患者的“要求”和“命名”技能
Res Dev Disabil. 1989;10(2):183-200. doi: 10.1016/0891-4222(89)90006-1.
10
"Spontaneous" transfer of stimulus control from tact to mand contingencies.
Res Dev Disabil. 1990;11(2):165-76. doi: 10.1016/0891-4222(90)90033-5.

一项关于教授“要求”技能库的干预措施的综述。

A review of interventions to teach a mand repertoire.

作者信息

Shafer E

机构信息

The Central School of Speech and Drama, London, England.

出版信息

Anal Verbal Behav. 1995;12:53-66. doi: 10.1007/BF03392897.

DOI:10.1007/BF03392897
PMID:22477097
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC2748547/
Abstract

Interventions which teach developmentally disabled persons to make requests and choices are now widely recommended. Recent changes in general approaches to teaching request-making have been noted which are consistent with theory and research concerning mands. Three categories of interventions, incidental teaching, choice making, and the interrupted behavior chain are also examined with regard to theory concerning the mand and establishing operations (EOs). Several of the critical features of EOs, and in particular the momentary aspect of EOs, have not been well incorporated into interventions. Suggestions for improvement of mand interventions are therefore proposed.

摘要

现在广泛推荐向发育障碍者教授提出请求和做出选择的干预措施。人们注意到，近期教授提出请求的一般方法发生了变化，这些变化与有关指令性言语行为的理论和研究相一致。还根据有关指令性言语行为和建立操作（EOs）的理论，对三类干预措施进行了考察，即 incidental teaching、选择做出和中断行为链。EOs的几个关键特征，尤其是EOs的瞬间特征，尚未很好地纳入干预措施中。因此，本文提出了改进指令性言语行为干预措施的建议。