Reid D H, Hurlbut B
J Appl Behav Anal. 1977 Winter;10(4):591-603. doi: 10.1901/jaba.1977.10-591.
A training program for teaching communication skills to nonvocal retarded adults was evaluated in three experiments. The four subjects were severely disabled physically and had never demonstrated functional speech. Each person was taught to use either a prosthetic head pointer or to point with a hand in using a communication board for expressive language. Following baseline in Experiment I, coordination training was implemented, consisting of instructions, manual guidance, praise, feedback, and practice. Each person demonstrated a higher frequency of accurate pointing to designated areas on the board during coordination training than during baseline. In Experiment II, identification training, consisting of instructions, praise, feedback, and practice was introduced after baseline. Subjects pointed more frequently to specific word-photograph combinations to correspond to descriptive verbal labels after introduction of identification training. Social validation measures in Experiment III indicated that the communication board skills were functional in providing a method of expressing a choice of a leisure activity to people who previously could not understand the subjects' communication attempts. The acquired skills maintained throughout a seven-week followup period.
在三项实验中对一个针对无语言能力的智障成年人的沟通技能培训项目进行了评估。四名受试者身体严重残疾，从未表现出功能性言语。每个人被教导使用假人头指针或用手在使用交流板进行表达性语言时进行指认。在实验一中，在基线期之后实施了协调训练，包括指导、手动引导、表扬、反馈和练习。在协调训练期间，每个人在交流板上准确指向指定区域的频率高于基线期。在实验二中，在基线期之后引入了识别训练，包括指导、表扬、反馈和练习。在引入识别训练后，受试者更频繁地指向特定的单词 - 照片组合以对应描述性的言语标签。实验三中的社会效度测量表明，交流板技能对于向以前无法理解受试者沟通尝试的人提供表达对休闲活动选择的方法是有效的。所获得的技能在为期七周的随访期内得以保持。
