Berg W K, Wacker D P, Ebbers B, Wiggins B, Fowler M, Wilkes P
Division of Developmental Disabilities, University of Iowa, Iowa City 52242.
Behav Modif. 1995 Jan;19(1):119-43. doi: 10.1177/01454455950191007.
A treatment package, consisting of multiple exemplar training and community-based instruction, was evaluated for its effectiveness in teaching four students with profound mental retardation and multiple disabilities to participate in two sets of community-living tasks. All training took place in community settings, and each student demonstrated improved performance on at least one task set. In addition, all students demonstrated improved performance on a series of tasks selected to assess generalization of performance across settings, materials, and/or motoric responses required to complete the target task. Maintenance of performance over a 4- to 5-month period was assessed and achieved for two of the students. The results of this investigation are discussed in terms of the implications for programming for students with profound mental retardation.
一个由多重范例训练和社区指导组成的治疗方案，被评估其在教导四名重度智力障碍和多重残疾学生参与两组社区生活任务方面的有效性。所有训练均在社区环境中进行，且每名学生在至少一组任务上表现出了进步。此外，所有学生在一系列为评估跨场景、材料和/或完成目标任务所需的运动反应的表现泛化而挑选的任务上，也表现出了进步。对两名学生进行了为期4至5个月的表现维持评估并取得了成功。本文根据该调查结果，讨论了其对重度智力障碍学生课程规划的启示。
