Life Span Institute, University of Kansas, Lawrence, KS 66045, USA.
Res Dev Disabil. 2013 May;34(5):1488-97. doi: 10.1016/j.ridd.2012.12.012. Epub 2013 Mar 5.
Five teenagers with severe intellectual impairments and no discernible communication skills were enrolled in training to teach a conditional request for assistance using a speech-generating device (SGD). All were either blind or severely visually impaired since birth. All learned to operate an adaptive switch to control sensory outcomes, next showed preferences among sensory outcomes, and then demonstrated the ability to use their switch to signal for assistance with an SGD when the sensory outcome was remotely disabled. During the signaling phase, or subsequent attempts to generalize its use outside the laboratory, three participants began vocalizing. Most notably, they began imitation of the word "song" or the word "help" emitted by the SGD. The potential role of cause-and-effect training with adaptive switches is discussed.
五名患有严重智力障碍且无明显沟通能力的青少年接受了使用语音生成设备（SGD）教授条件请求帮助的培训。他们自出生起就全盲或严重视力受损。所有人都学会了操作自适应开关来控制感官结果，接下来表现出对感官结果的偏好，然后展示了使用开关在感官结果远程禁用时通过 SGD 发出求助信号的能力。在信号发出阶段，或随后在实验室外尝试推广其使用时，有 3 名参与者开始发声。最值得注意的是，他们开始模仿 SGD 发出的“song”或“help”这两个词。讨论了使用自适应开关进行因果关系训练的潜在作用。
