Striefel S, Bryan K S, Aikins D A
J Appl Behav Anal. 1974 Spring;7(1):123-35. doi: 10.1901/jaba.1974.7-123.
A transfer of stimulus control procedure was used to teach three profoundly retarded adolescents a series of specific responses to specific verbal instructions. After imitative control of a behavior was established, a verbal instruction was presented immediately before the behavior was modelled. Each correct response was followed on the next trial by inserting a delay between the verbal instruction and the modelling of the behavior. The delays increased from trial to trial. Transfer of stimulus control was indicated when a subject responded correctly on five consecutive trials before the behavior was modelled. All three subjects responded correctly to each verbal instruction after that item was trained in a multiple-baseline order. Generalization did not occur to items that had not been trained. Probe data revealed that some variations of the verbal instructions controlled responses after training was completed.
采用刺激控制转移程序，教三名重度智力障碍青少年对特定的言语指令做出一系列特定反应。在建立了对一种行为的模仿控制之后，在对该行为进行示范之前，立即给出一条言语指令。在接下来的试验中，每次正确反应后，在言语指令和行为示范之间插入延迟。延迟时间逐次增加。当一个受试者在行为示范之前连续五次试验都做出正确反应时，表明出现了刺激控制的转移。在按照多基线顺序对每个项目进行训练后，所有三名受试者对每条言语指令都做出了正确反应。未经过训练的项目未出现泛化现象。探测数据显示，在训练完成后，言语指令的一些变体控制了反应。
