Giannakakos Antonia R, Vladescu Jason C, Kisamore April N, Reeve Sharon A
Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Avenue, Caldwell, NJ 07006 USA.
Behav Anal Pract. 2015 Nov 4;9(2):126-34. doi: 10.1007/s40617-015-0097-5. eCollection 2016 Jun.
Direct teaching procedures are often an important part of early intensive behavioral intervention for consumers with autism spectrum disorder. In the present study, a video model with voiceover (VMVO) instruction plus feedback was evaluated to train three staff trainees to implement a most-to-least direct (MTL) teaching procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most, prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff trainees to implement the MTL procedure. Although additional feedback was required for the staff trainees to show mastery of the untrained direct teaching procedures (i.e., least-to-most and prompt delay) and with an actual consumer, moderate to high levels of generalization were observed.
直接教学程序通常是针对自闭症谱系障碍患者的早期强化行为干预的重要组成部分。在本研究中，对一种带有旁白的视频模型（VMVO）指导加反馈进行了评估，以培训三名工作人员学员实施从最多到最少的直接（MTL）教学程序。对未经训练的直接教学程序（即从最少到最多、提示延迟）以及与一名实际消费者进行了泛化测试。结果表明，VMVO加反馈在培训工作人员学员实施MTL程序方面是有效的。尽管需要额外的反馈以使工作人员学员掌握未经训练的直接教学程序（即从最少到最多和提示延迟）以及与实际消费者的情况，但观察到了中度到高度的泛化水平。
