Halle J W, Baer D M, Spradlin J E
J Appl Behav Anal. 1981 Winter;14(4):389-409. doi: 10.1901/jaba.1981.14-389.
In Experiment 1, classroom teachers were taught to delay their offers of help in naturally occurring situations, and thereby to provide additional opportunities for language use by six moderately retarded language-delayed children. The teachers introduced this delay technique in a multiple-baseline design across the six children. As delays were used, child verbal initiations increased. Follow-up assessment showed that teachers were maintaining greater than baseline levels of the delay technique after 10 weeks. Experiment 2 replicated the findings of Experiment 1, and included a more thorough maintenance assessment, while focusing on teachers' generalization of the delay technique. Teachers were found to generalize their use of delay to 56% of their monitored untaught opportunities. The two experiments show that (a) the delay technique is quick to teach and simple to implement, (b) delays do provide opportunities for children to initiate, (c) teachers can generalize their use of delay to novel self-selected situations, and (d) teachers can maintain their use of delays over time.
在实验1中，教师们学会了在自然发生的情境中延迟提供帮助，从而为6名中度智力迟钝且语言发育迟缓的儿童提供更多语言使用机会。教师们在这6名儿童中采用多基线设计引入了这种延迟技术。随着延迟技术的运用，儿童的言语发起行为增加了。后续评估表明，10周后教师们维持延迟技术的水平高于基线水平。实验2重复了实验1的结果，并进行了更全面的维持评估，同时关注教师对延迟技术的推广。结果发现，教师们将延迟技术的运用推广到了56%未经指导的观察机会中。这两项实验表明：（a）延迟技术易于教授且实施简单；（b）延迟确实为儿童提供了发起行为的机会；（c）教师能够将延迟技术的运用推广到新的自主选择的情境中；（d）教师能够长期维持延迟技术的运用。
