发育障碍成年人对同伴使用附带教学法的需求日益增加。
Increasing requests by adults with developmental disabilities using incidental teaching by peers.
作者信息
Farmer-Dougan V
机构信息
Department of Psychology, Illinois State University, Normal 67690-4620.
出版信息
J Appl Behav Anal. 1994 Fall;27(3):533-44. doi: 10.1901/jaba.1994.27-533.
A peer-delivered incidental-teaching procedure was used to instruct appropriate requesting in adults with moderate to severe mental retardation or autism. Three pairs of group-home residents participated in an incidental-teaching procedure to increase appropriate requesting, prompting, and responding of residents during lunch-preparation sessions. An increase in the number of incidental-teaching episodes during dinner was obtained, and remained high when lunch-making training sessions were withdrawn. In addition, during the incidental-teaching phase, an increase in appropriate requests and overall verbalizations occurred for the peer learners. Changes in appropriate requesting and overall verbalizations also remained higher than baseline when training was withdrawn.
采用同伴实施的随机教学程序，对中度至重度智力障碍或自闭症成年人进行适当请求方面的指导。三对集体之家的居民参与了一项随机教学程序，以增加午餐准备期间居民的适当请求、提示和回应。晚餐期间随机教学环节的数量有所增加，并且在取消午餐制作训练环节后仍保持较高水平。此外，在随机教学阶段，同伴学习者的适当请求和总体言语表达有所增加。取消训练后，适当请求和总体言语表达的变化也仍高于基线水平。
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