McCubbin J, Combs C S, Jansma P, Decker J T, Ersing W
Department of Physical Education, Texas Christian University, Fort Worth.
Health Educ Q. 1988 Summer;15(2):217-23. doi: 10.1177/109019818801500206.
Project TRANSITION studied, as part of a three year field initiated research project, the effect of training selected personal health skills and their relationship to adaptive behavior. The subjects were moderately, severely, and profoundly retarded individuals residing in a state-operated developmental center. Eighty-eight subjects were selected and then randomly assigned to one of four experimental groups and participated in a 14-week training program. To test the effects of the training, valid and reliable curriculum-embedded tests were developed and used. A curriculum-embedded test uses the material to be learned as the basis for assessing the degree to which the material has been learned. These tests were designed to measure and monitor subjects' independent ability to perform each task analyzed skill. The Adaptive Behavior Scale was used to measure changes in adaptive behavior. Results of the personal health skill testing yielded significant group differences on the independent indices developed for the Project. No meaningful significant differences were found in adaptive behavior. The data indicated that the developed curriculum and scoring system was effectively used to train and monitor selected independent personal health skills of the severely mentally retarded adults in this study.
作为一个为期三年的实地研究项目的一部分，“过渡项目”研究了选定的个人健康技能培训的效果及其与适应性行为的关系。研究对象是居住在一家州立发展中心的中度、重度和极重度智障人士。挑选了88名研究对象，然后将他们随机分配到四个实验组之一，并参加了一个为期14周的培训项目。为了测试培训效果，开发并使用了有效且可靠的课程嵌入式测试。课程嵌入式测试以要学习的材料为基础，评估该材料的学习程度。这些测试旨在测量和监测研究对象独立执行每项任务分析技能的能力。使用适应性行为量表来测量适应性行为的变化。个人健康技能测试结果在为该项目制定的独立指标上产生了显著的组间差异。在适应性行为方面未发现有意义的显著差异。数据表明，在本研究中，所开发的课程和评分系统有效地用于培训和监测重度智障成年人选定的独立个人健康技能。
