Department of Applied Behavioral Science, University of Kansas, Lawrence, KS, USA.
J Appl Behav Anal. 2024 Jan;57(1):247-261. doi: 10.1002/jaba.1030. Epub 2023 Oct 20.
This study evaluated the efficacy of (a) remote video-based behavioral skills training (BST) with added speech outlines on teaching public speaking behaviors and (b) remote video-based awareness training (AT) on speech-disfluency rates. A multiple-baseline design across speech behaviors was used to evaluate the training. Remote video-based BST and AT were effective at teaching public speaking behaviors and reducing speech disfluencies, respectively, for both participants. In addition, performance generalized to increased audience size. Although expert ratings of perceived public speaking effectiveness improved following BST, the ratings did not improve and some worsened following AT. Both participants reported satisfaction with video-based BST and AT. One participant reported greater comfort, confidence, overall ability, and less anxiety as a public speaker following BST. Both participants reported greater improvements in those categories following AT. Our results suggest that public speaking behaviors can be taught using remote video-based BST and speech disfluencies can be reduced using remote video-based AT.
(a) 基于远程视频的行为技能训练（BST），并增加了演讲大纲，以教授演讲行为；(b) 基于远程视频的意识训练（AT），以降低言语不流畅率。采用跨言语行为的多项基线设计来评估培训。远程视频 BST 和 AT 分别有效地教授了公开演讲行为和减少了言语不流畅，对于两个参与者都是如此。此外，表现还扩展到了更大的观众规模。虽然 BST 后专家对公众演讲效果的评价有所提高，但 AT 后评价并没有提高，有些甚至恶化。两个参与者都对基于视频的 BST 和 AT 表示满意。一个参与者报告说，BST 后，作为演讲者，他感到更加舒适、自信、整体能力提高，焦虑感降低。两个参与者都报告说，AT 后这些方面的改善更大。我们的研究结果表明，可以使用基于远程视频的 BST 教授公开演讲行为，并且可以使用基于远程视频的 AT 降低言语不流畅率。
