Tucker D J, Berry G W
J Appl Behav Anal. 1980 Spring;13(1):65-75. doi: 10.1901/jaba.1980.13-65.
Two experiments were conducted with six severely multihandicapped students with hearing impairments to: (a) train the six students to put on their own hearing aids independently, and (b) provide an empirical evaluation of a comprehensive instructional program for putting on a hearing aid by assessing acquisition, maintenance, and generalization of that skill across environments. All six students acquired the skill rapidly, with two students requiring remedial training on one step of the program. Because for two of the original three students the newly learned skill failed initially to generalize to other environments, a second experiment was initiated to assess generalization across environments as well as to replicate the efficiency of the acquisition program. When a variation of the multiple-probe baseline technique was used, the behavior of three additional students generalized to other settings without direct training in those settings.
针对六名重度多重残疾且有听力障碍的学生进行了两项实验，目的是：(a) 训练这六名学生独立佩戴自己的助听器，以及 (b) 通过评估该技能在不同环境中的习得、保持和泛化情况，对佩戴助听器的综合教学计划进行实证评估。所有六名学生都迅速掌握了该技能，其中两名学生在该计划的一个步骤上需要接受补救训练。由于最初三名学生中的两名新学技能最初未能推广到其他环境，因此启动了第二项实验，以评估跨环境的泛化情况，并复制习得计划的效率。当使用多探针基线技术的一种变体时，另外三名学生的行为在没有在那些环境中直接训练的情况下也推广到了其他环境。
