Sisson L A, Kilwein M L, Van Hasselt V B
University of Pittsburgh, PA.
Res Dev Disabil. 1988;9(4):419-32. doi: 10.1016/0891-4222(88)90035-2.
The effectiveness of a graduated guidance procedure for increasing independence in dressing was examined in a multiple baseline analysis across behaviors. Two multihandicapped children were trained to dress in socks, pants, and shirt. In training sessions, subjects completed the entire sequence of steps involved in putting on the training garment on each trial. Trainer assistance was provided as necessary, but was faded systematically according to a hierarchy of intrusiveness. Positive reinforcement was delivered contingent on dressing with increased independence. Assessment of independent responses followed each training session. Dependent measures were derived from a task analysis of each dressing behavior. Results showed that both children learned dressing skills, although rates of acquisition varied considerably. Generalization of treatment effects to similar garments was observed; maintenance of skills was evident at follow-up probes conducted at 36 weeks for one child and 18 weeks for the other.
在一项跨行为的多基线分析中，对一种用于提高穿衣独立性的渐进指导程序的有效性进行了检验。对两名多重残疾儿童进行了穿袜子、裤子和衬衫的训练。在训练过程中，受试者在每次试验中完成穿上训练服装所涉及的整个步骤序列。必要时提供训练师协助，但根据侵扰程度等级系统地逐渐减少协助。根据穿衣独立性的提高给予正强化。每次训练后评估独立反应。因变量测量来自对每种穿衣行为的任务分析。结果表明，两个孩子都学会了穿衣技能，尽管习得速度差异很大。观察到治疗效果向类似服装的泛化；在一名儿童36周和另一名儿童18周时进行的随访探测中，技能维持情况明显。
