Foxx R M, Faw G D, McMorrow M J, Kyle M S, Bittle R G
Anna Mental Health and Developmental Center, Anna, Illinois 62906.
J Appl Behav Anal. 1988 Winter;21(4):411-7. doi: 10.1901/jaba.1988.21-411.
We taught three mentally handicapped students to answer questions with verbal labels and evaluated the generalized effects of this training on their maladaptive speech (e.g., echolalia) and correct responding to untrained questions. The students received cues-pause-point training on an initial question set followed by generalization assessments on a different set in another setting. Probes were conducted on novel questions in three other settings to determine the strength and spread of the generalization effect. A multiple baseline across subjects design revealed that maladaptive speech was replaced with correct labels (answers) to questions in the training and all generalization settings. These results replicate and extend previous research that suggested that cues-pause-point procedures may be useful in replacing maladaptive speech patterns by teaching students to use their verbal labeling repertoires.
我们教导了三名智障学生用言语标签回答问题，并评估了这种训练对他们的适应不良言语（如模仿言语）以及对未训练问题的正确反应的泛化效果。学生们在初始问题集上接受了线索-停顿-要点训练，随后在另一个环境中的不同问题集上进行泛化评估。在其他三个环境中对新颖问题进行探测，以确定泛化效果的强度和范围。一项跨被试的多基线设计表明，在训练和所有泛化环境中，适应不良言语被对问题的正确标签（答案）所取代。这些结果重复并扩展了先前的研究，该研究表明线索-停顿-要点程序可能有助于通过教导学生使用他们的言语标签技能来取代适应不良的言语模式。
