Duker P C, Moonen X M
Appl Res Ment Retard. 1985;6(2):147-58. doi: 10.1016/s0270-3092(85)80067-9.
A classroom teacher and 12 residential staff members were taught to increase the opportunities for manual sign use with three severely/profoundly mentally retarded students, to use those opportunities for asking the students to sign-request, and, if necessary, to provide prompts. A multi-faceted package consisting of written instructions, modeling, video presentation, visual cueing, feedback, and group discussion was used in a multiple-baseline design across situations. During intervention, (a) the number of opportunities for sign use increased in both classroom situations but remained stable on the ward, (b) the number of signs made by the students in response to the question increased across each of the situations, and (c) the number of spontaneously emitted signs increased.
一名课堂教师和12名住校工作人员接受了培训，以增加与三名重度/极重度智力障碍学生使用手势语的机会，利用这些机会要求学生进行手势语请求，必要时提供提示。在跨情境的多基线设计中，使用了一个由书面说明、示范、视频展示、视觉提示、反馈和小组讨论组成的多方面方案。在干预期间，(a) 在两种课堂情境中使用手势语的机会都增加了，但在病房中保持稳定，(b) 学生针对问题做出的手势数量在每种情境中都有所增加，(c) 自发发出的手势数量增加了。
