Peterson L
J Appl Behav Anal. 1984 Fall;17(3):279-93. doi: 10.1901/jaba.1984.17-279.
I evaluated the influence of two training manuals on latch-key children's acquisition of home safety and survival skills. The widely used, discussion-oriented "Prepared for Today" manual was compared with a behaviorally oriented "Safe at Home" manual. Data were scored by response criteria developed by experts and by parents' and experts' ratings of children's spontaneous answers. With both methods of scoring, three behaviorally trained children demonstrated clear and abrupt increases in skill following training in each of seven trained modules, and these increases largely persisted in real world generalization probes and at 5-month follow-up. Smaller and less stable increases in skill were found in the three discussion-trained children across the seven modules; lower skill levels were also seen in real world generalization probes and at follow-up. Neither group of children demonstrated skill increases in home safety areas that were not explicitly trained. Both training methods produced small decreases in children's self-report of general anxiety and anxiety concerning home safety. Results are discussed in terms of their implications for cost-effective training of latch-key children.
我评估了两本训练手册对挂钥匙儿童掌握家庭安全及生存技能的影响。将广泛使用的、以讨论为导向的《为今日做好准备》手册与一本以行为为导向的《在家安全》手册进行了比较。数据通过专家制定的反应标准以及家长和专家对儿童自发回答的评分来计分。采用这两种计分方法，三名接受行为训练的儿童在七个训练模块中的每一个模块训练后，技能都有明显且突然的提高，并且这些提高在现实世界的泛化测试和5个月的随访中基本持续存在。在接受讨论训练的三名儿童中，七个模块的技能提高幅度较小且不太稳定；在现实世界的泛化测试和随访中也观察到较低的技能水平。两组儿童在未明确训练的家庭安全领域均未表现出技能提高。两种训练方法都使儿童在一般焦虑和对家庭安全的焦虑方面的自我报告略有下降。根据这些结果对挂钥匙儿童具有成本效益的训练的意义进行了讨论。
