Horton S V, Taylor D C
Child Development and Mental Retardation Center, University of Washington, Seattle 98195.
Res Dev Disabil. 1989;10(4):363-75. doi: 10.1016/0891-4222(89)90037-1.
This study investigated the effectiveness of an instructional program designed to promote independent walking in a mentally and physically handicapped pre-schooler involving a collaborative effort between a behavior therapist and a physical therapist in an interdisciplinary setting, a public school. By letting the youngster experience a treatment package culminating in listening to a dishwasher operating for a few minutes contingent on walking increasingly longer distances, he eventually ambulated 150 feet during treatment. Independent walking transferred to nonexperimental settings in the school, home, and community. Follow-up observations at two and 32-month intervals indicated long-lasting treatment effects. Results are discussed in terms of the natural consequences that maintained walking, including response efficiency and social reinforcement, as well as a treatment model that incorporated both the form and the function of the response.
本研究调查了一项教学计划的有效性，该计划旨在促进一名身心障碍学龄前儿童的独立行走能力，此计划是在一所公立学校的跨学科环境中，由行为治疗师和物理治疗师共同协作开展的。通过让这名儿童体验一个治疗方案，该方案以其行走距离越来越长为条件，最终 culminating（此处可能有误，原词有误，推测可能是“culminated”，意为“达到高潮”）为听几分钟洗碗机运转的声音，他最终在治疗期间行走了150英尺。独立行走能力转移到了学校、家庭和社区的非实验环境中。在两个月和32个月的间隔期进行的随访观察表明，治疗效果持久。结果从维持行走的自然结果方面进行了讨论，包括反应效率和社会强化，以及一个纳入了反应形式和功能的治疗模型。
