Reid D H, Parsons M B, McCarn J E, Green C W, Phillips J F, Schepis M M
J Appl Behav Anal. 1985 Winter;18(4):289-301. doi: 10.1901/jaba.1985.18-289.
We evaluated a teacher training and supervision program for increasing the involvement of severely handicapped adolescents and adults in functional educational tasks. The program, consisting of a brief in-service followed by supervisory prompts and feedback, was accompanied by large increases in functional tasks in three classrooms. In addition, generalized increases occurred during nontargeted times in the classroom and the changes during both the targeted and nontargeted times were maintained over a 44-45 week period. In two subsequent experiments, surveys provided social validation for the criteria for functional versus nonfunctional tasks in that: (a) relevant individuals reliably categorized functional tasks as representing typical living, work, social, and leisure situations and (b) experienced clinicians consistently rated tasks previously categorized as functional as being more useful for severely handicapped persons than tasks categorized as nonfunctional. Results are discussed in terms of the relationship of functional classroom tasks in the overall provision of appropriate educational services for severely handicapped students.
我们评估了一项教师培训与监督计划，目的是提高重度残疾青少年和成年人参与功能性教育任务的程度。该计划包括一次简短的在职培训，随后是监督提示和反馈，三个教室中的功能性任务大幅增加。此外，在课堂上的非目标时间段也出现了普遍增长，并且目标时间段和非目标时间段的变化在44至45周的时间内得以维持。在随后的两项实验中，调查为功能性任务与非功能性任务的标准提供了社会效度，具体如下：（a）相关人员可靠地将功能性任务归类为代表典型的生活、工作、社交和休闲情境；（b）经验丰富的临床医生一直认为，先前归类为功能性的任务对重度残疾人比归类为非功能性的任务更有用。我们从功能性课堂任务在为重度残疾学生全面提供适当教育服务中的关系方面对结果进行了讨论。
