Repp A C, Karsh K G, Lenz M W
Northern Illinois University.
J Appl Behav Anal. 1990 Spring;23(1):43-52. doi: 10.1901/jaba.1990.23-43.
A comparison was made between two procedures for teaching persons with severe handicaps: (a) the task demonstration model, which is based upon a fading procedure and general case programming, and (b) the standard prompting hierarchy, a least-to-most intrusive prompting procedure commonly used to teach these individuals. Five phases were used in comparing the procedures: pretesting, training, two generalization tests, and a 6-month maintenance test. Eight students learned two discrimination tasks by each procedure, with each task involving two- or three-digit numbers. Results showed that under the task demonstration model all 8 subjects had more unprompted correct responses (about 1.5 times as many) in training, all 8 subjects had fewer errors (about 0.6 times as many) in training, all 8 subjects had more correct responding in the generalization test with untrained stimuli in the training room, 6 of 8 subjects had more correct responding with untrained stimuli in another room, a 7th had equivalent amounts, and 7 of 8 subjects had more correct responding on a 6-month maintenance test. Thus, the task demonstration model proved superior to the standard prompting hierarchy in 29 of 32 tests of correct responding. Results are discussed in terms of implications for stimulus control training strategies.
(a) 任务示范模型，该模型基于渐隐程序和一般案例编程；(b) 标准提示层级，这是一种常用的从最少侵入性到最多侵入性的提示程序，用于教导这些个体。比较这两种方法时使用了五个阶段：预测试、训练、两次泛化测试和为期6个月的维持测试。八名学生通过每种方法学习两项辨别任务，每项任务涉及两位数或三位数。结果表明，在任务示范模型下，所有8名受试者在训练中无提示正确反应更多（约为1.5倍），所有8名受试者在训练中错误更少（约为0.6倍），所有8名受试者在训练室中对未训练刺激的泛化测试中有更多正确反应，8名受试者中有6名在另一个房间对未训练刺激有更多正确反应，第7名受试者反应相当，8名受试者中有7名在为期6个月的维持测试中有更多正确反应。因此，在32次正确反应测试中的29次中，任务示范模型被证明优于标准提示层级。从对刺激控制训练策略的影响方面对结果进行了讨论。
