Lalli J S, Mace F C, Browder D, Brown D K
Ment Retard. 1989 Apr;27(2):75-83.
The effectiveness of the Dial-A-Phone (D-A-P) instructional package plus a least intrusive prompt hierarchy was compared to a least intrusive prompt hierarchy alone for teaching adults with moderate developmental disabilities to match digits of personal phone numbers with digits on a rotary dial telephone. Instructional programs were administered in the context of an alternating treatments design. The dependent variable was the percentage of digits matched independently per session (21 digits per session). Results suggest that although a least intrusive prompt hierarchy alone produced findings similar to the D-A-P plus prompts procedure for one subject, the D-A-P plus prompts package was the most effective in helping both subjects to match digits independently. Strategies for individualizing the D-A-P program were discussed.
将“电话拨号指导包（D-A-P）加上最低侵入性提示层级”与单独使用最低侵入性提示层级进行比较，以教会中度发育障碍的成年人将个人电话号码的数字与旋转拨号电话上的数字相匹配。教学计划在交替治疗设计的背景下实施。因变量是每次会话独立匹配的数字百分比（每次会话21个数字）。结果表明，虽然单独使用最低侵入性提示层级对一名受试者产生的结果与D-A-P加提示程序相似，但D-A-P加提示包在帮助两名受试者独立匹配数字方面最有效。讨论了使D-A-P计划个性化的策略。
