Halasz-Dees M, Cuvo A J
Appl Res Ment Retard. 1986;7(1):79-93. doi: 10.1016/0270-3092(86)90020-2.
Disabled people often do not use leisure time productively. Past research has focused on teaching specific recreational activities isolated from related skills that would provide subjects a functional independent living repertoire. In the present study disabled subjects were taught the art of macrame. Additionally, they role-played related shopping skills such as buying materials, engaging in appropriate social-interpersonal skills, making monetary transactions, and securing their own transportation to and from the store. Subjects were taught six basic macrame knots using an instructional manual, series of error-correction procedures, and social reinforcement. After mastering those basic knots they independently used the instructional materials to make three complete macrame projects without direct instruction on the projects themselves. Subjects also demonstrated skill maintenance and generalization by making a novel project after independently engaging in all relevant shopping behavior. Two varieties of the multiple baseline design were employed. The importance of teaching a leisure skill cluster and adapting instructional materials were emphasized.
残疾人往往无法有效地利用休闲时间。过去的研究主要集中在教授特定的娱乐活动，而这些活动与相关技能相分离，这些技能本可为受试者提供一套功能性的独立生活技能。在本研究中，向残疾受试者教授了花边结艺。此外，他们还进行了相关购物技能的角色扮演，如购买材料、运用适当的社交人际技能、进行货币交易以及确保自己往返商店的交通。使用一本教学手册、一系列纠错程序和社会强化措施，向受试者教授了六种基本的花边结。在掌握了这些基本结之后，他们在没有针对项目本身的直接指导的情况下，独立使用教学材料制作了三个完整的花边结作品。受试者在独立参与所有相关购物行为后，通过制作一个新颖的作品，还展示了技能的保持和泛化。采用了两种多基线设计。强调了教授休闲技能组群和调整教学材料的重要性。
