McDonnell J, Ferguson B
University of Utah, Salt Lake City 84112.
J Appl Behav Anal. 1989 Spring;22(1):85-91. doi: 10.1901/jaba.1989.22-85.
Four students with moderate handicaps were taught to cash checks and to use an automatic teller through either a decreasing prompt hierarchy or time delay procedure. The strategies were compared within a multielement design. Results indicated that both strategies led to the acquisition of the target tasks; however, the decreasing prompt hierarchy was more efficient. Four and 8-week follow-up probes indicated that the strategies were equally effective in producing maintenance of performance.
四名中度残疾学生通过递减提示层级或时间延迟程序被教导如何兑现支票和使用自动取款机。这些策略在多元素设计中进行了比较。结果表明，两种策略都能使学生学会目标任务；然而，递减提示层级更有效。四周和八周的随访探测表明，两种策略在保持表现方面同样有效。
