Rynders J E, Schleien S J, Mustonen T
Department of Educational Psychology, University of Minnesota, Minneapolis 55455.
Ment Retard. 1990 Feb;28(1):7-14.
The feasibility of an intensified (i.e., all-day-for-2-weeks) integrated camping experience for children with and without severe disabilities was evaluated as was the impact of integrated programming on camp staff members' attitudes. Procedures employed for promoting social interactions included positive reinforcement and cooperative learning strategies. Task-analytic procedures were used to teach campers with severe disabilities a domestic skill and a life-long leisure activity. By the end of the 2 weeks, children with severe disabilities demonstrated substantially improved skills in targeted activities. Furthermore, campers without disabilities substantially increased their prosocial interaction bids, and ratings reflective of friendship increased significantly. Also, staff members' perceptions of operating an integrated camp versus a segregated one and their perceptions of the presence of participants with disabilities as facilitative of camp operations improved significantly.
评估了为有和没有严重残疾的儿童开展强化（即为期两周全天）综合露营体验的可行性，以及综合项目对营地工作人员态度的影响。用于促进社交互动的程序包括正强化和合作学习策略。采用任务分析程序向有严重残疾的露营者教授一项家庭技能和一项终身休闲活动。到两周结束时，有严重残疾的儿童在目标活动中表现出技能大幅提高。此外，没有残疾的露营者的亲社会互动行为大幅增加，反映友谊的评分显著提高。而且，工作人员对运营综合营地与隔离营地的看法，以及他们对残疾参与者有助于营地运营的看法也有显著改善。
