Cuvo A J, Leaf R B, Borakove L S
J Appl Behav Anal. 1978 Fall;11(3):345-55. doi: 10.1901/jaba.1978.11-345.
A task analysis of janitorial skills required for cleaning a restroom was performed. Six subtasks with a total of 181 component responses were identified. Subjects were required to progress through a series of four prompt levels ordered generally from more to less direct assistance for 20 of the most difficult component steps. Another series of four prompts, ordered from less to more direct assistance, was used to teach the other 161 responses. Subjects progressed to the next more intense prompt level contingent on a failure to respond appropriately with less assistance. A multiple baseline across subjects as well as the six subtasks was employed to evaluate the efficacy of the procedures. Six moderately retarded adolescents were trained in their public school. The results show rapid response acquisition, skill generalization to a second restroom, and maintenance of the newly learned behavior. The present research provides evidence of a model for analyzing and training vocational skills to the mentally retarded.
对清洁卫生间所需的清洁技能进行了任务分析。确定了六个子任务，共有181个组成反应。对于20个最困难的组成步骤，要求受试者依次通过一系列四个提示级别，提示级别通常从更多直接帮助到更少直接帮助。另一系列四个提示，从更少直接帮助到更多直接帮助排序，用于教授其他161个反应。受试者只有在较少帮助下未能做出适当反应时，才会进入下一个更强的提示级别。采用跨受试者以及六个子任务的多重基线来评估程序的有效性。六名中度智障青少年在他们的公立学校接受培训。结果显示反应习得迅速，技能推广到第二个卫生间，以及新学行为的维持。本研究为分析和训练智障者职业技能的模型提供了证据。
