Frank A R, Wacker D P
Am J Ment Defic. 1986 Jan;90(4):468-72.
The effects of a visual prompting procedure were evaluated as a means of training four mentally retarded children to make purchases. Following baseline, training consisted of teaching students to use a number line to make purchases. Posttesting and follow-up were conducted after training. Results indicated all students acquired coin skills taught during training, generalized skills to untrained items, and maintained skills over a 4-week interval. Removal of visual prompts (fading) resulted in improvement for all children on the training items. Similar results occurred for untrained items. In addition, all children improved in their ability to make purchases in a more natural environment, the school store.
一种视觉提示程序的效果被评估为训练四名智障儿童进行购物的一种方法。在基线期之后，训练包括教学生使用数轴进行购物。训练后进行了后测和随访。结果表明，所有学生都掌握了训练期间教授的硬币技能，将技能推广到未训练的物品上，并在4周的时间间隔内保持了这些技能。去除视觉提示（消退）使所有儿童在训练项目上都有了进步。未训练的物品也出现了类似的结果。此外，所有儿童在学校商店这个更自然的环境中进行购物的能力都有所提高。
