Grossi T A, Kimball J W, Heward W L
Department of Special Education Services, University of Toledo, OH 43606.
Res Dev Disabil. 1994 Nov-Dec;15(6):457-72. doi: 10.1016/0891-4222(94)90029-9.
Dana and Rick, two adults with developmental disabilities enrolled in a restaurant training program, had poor prospects for long-term employment because of inappropriate social behavior. They often made no response, mumbled inaudibly, or made a negative remark when spoken to by their supervisors or other employees. Each trainee's Individual Vocational Plan (IVP) included goals of prompt and polite acknowledgement of coworker initiations. Previous efforts to improve Dana and Rick's acknowledging behavior had been unsuccessful. Throughout the study, each trainee's responses to 20 verbal initiations by coworkers (i.e., requests, questions, corrective feedback, praise, and social comments) were recorded during each of two observation periods per workshift. Throughout one of the observation periods during the intervention phases, the trainees carried in their work aprons a small, audio cassette recorder that recorded their interactions with coworkers. The primary intervention consisted of a preworkshift meeting in which the trainee and experimenter reviewed five randomly selected interactions recorded during the previous day's shift. The review included self-evaluation, praise, corrective feedback, and role-play. A multiple baseline across subjects design showed each trainee acknowledged a greater number of coworker initiations as a function of the intervention. Each trainee also acknowledged more coworker initiations during the second observation period when the tape recorder was never worn. In a subsequent intervention phase, Dana reviewed her tape-recorded interactions prior to randomly selected shifts. Rick's acknowledgments increased to a socially valid level when the review procedure was supplemented with graphic feedback. Both trainees continued to acknowledge their coworkers' initiations at levels equal to nondisabled restaurant employees when they no longer wore the tape recorder during a final phase and during follow-up observations 4 to 8 weeks later.
达娜和里克是两名患有发育障碍的成年人，他们参加了一个餐厅培训项目，但由于社交行为不当，长期就业前景不佳。他们经常没有回应，低声嘟囔听不清，或者在主管或其他员工与他们交谈时做出负面评价。每个学员的个人职业计划（IVP）都包括及时礼貌地回应同事发起交流的目标。之前改善达娜和里克回应行为的努力都没有成功。在整个研究过程中，每个学员在每个工作日的两个观察期内，对同事的20次言语发起交流（即请求、问题、纠正反馈、表扬和社交评论）的回应都被记录下来。在干预阶段的其中一个观察期内，学员们在工作围裙里携带一个小型盒式录音机，记录他们与同事的互动。主要干预措施包括班前会议，学员和实验者会回顾前一天班次中随机挑选的五次互动记录。回顾内容包括自我评估、表扬、纠正反馈和角色扮演。跨受试者的多重基线设计表明，随着干预的进行，每个学员回应同事发起交流的次数增多。在第二个观察期，当学员不佩戴录音机时，他们回应同事发起交流的次数也更多。在随后的干预阶段，达娜在随机挑选的班次前回顾她的录音互动。当回顾程序辅以图形反馈时，里克的回应增加到了社会认可的水平。在最后阶段以及4至8周后的随访观察中，当两名学员不再佩戴录音机时，他们回应同事发起交流的水平与没有残疾的餐厅员工相当。
