McAdam D B, Cuvo A J
Southern Illinois University at Carbondale 62901-4609.
Behav Modif. 1994 Jan;18(1):47-65. doi: 10.1177/01454455940181004.
Providing learners written task analyses to be used as textual prompts was examined as a self-management strategy for persons with mild disabilities. Initially, modeling, corrective verbal feedback, and contingent descriptive praise were employed to train participants to use the written task analysis to perform one home maintenance task. Subsequently, participants were tested on their use of different task analyses combined with general feedback to perform two novel home maintenance tasks. No training was provided on how to use these new task analyses. Either a multiple baseline or a multiple probe across settings experimental design was used to control extraneous variables. Results indicated that the written task analyses served as self-administered textual prompts and, along with general feedback, provided stimulus control for the second and third tasks. When the self-management task analyses and general feedback were withdrawn, transfer of stimulus control occurred to the natural discriminative stimuli for the majority of tasks. The research suggests that written task analyses, as presented in the present study, may have utility for the self-management of instruction by persons with mild disabilities.
将为学习者提供书面任务分析以用作文本提示作为一种针对轻度残疾人士的自我管理策略进行了研究。最初，采用示范、纠正性言语反馈和偶然性描述性表扬来培训参与者使用书面任务分析来执行一项家庭维护任务。随后，对参与者使用不同任务分析并结合一般反馈来执行两项新颖的家庭维护任务的情况进行了测试。未提供关于如何使用这些新任务分析的培训。采用多基线或跨情境多探针实验设计来控制无关变量。结果表明，书面任务分析充当了自我管理的文本提示，并且与一般反馈一起，为第二项和第三项任务提供了刺激控制。当撤回自我管理任务分析和一般反馈时，刺激控制转移到了大多数任务的自然辨别刺激上。该研究表明，本研究中呈现的书面任务分析可能对轻度残疾人士的自我管理教学有用。
