Ferretti R P, Cavalier A R, Murphy M J, Murphy R
Department of Educational Studies, University of Delaware, Newark 19716-2901.
Res Dev Disabil. 1993 May-Jun;14(3):189-205. doi: 10.1016/0891-4222(93)90030-n.
The transition of persons with mental retardation to less restrictive environments is often hindered by difficulties in managing their own behavior in the absence of external controls. This observation has led to an upsurge of interest in the advantages of teaching self-management skills to persons with mental retardation. This article reviews evidence about the effects of self-management training on the acquisition, maintenance, and generalization of skills. The analyses show that self-management training has been useful in promoting the maintenance of behavior change first effected by external control procedures, but that a dearth of evidence and a number of methodological problems preclude convincing conclusions about its value in promoting generalization. The empirical evidence also suggests that the effectiveness of these procedures may depend upon the cognitive and linguistic abilities of the persons receiving self-management training. Finally, the design of much of the empirical research does not enable the disentanglement of the specific effects of self-management training from those arising from the concurrent application of external control procedures. Carefully controlled componential studies of the effects of self-management training and external control procedures are sorely needed.
智力迟钝者向限制较少的环境过渡时，往往会因在没有外部控制的情况下难以管理自身行为而受阻。这一观察结果引发了人们对向智力迟钝者传授自我管理技能优势的兴趣热潮。本文回顾了有关自我管理训练对技能习得、维持和泛化影响的证据。分析表明，自我管理训练在促进最初由外部控制程序实现的行为改变的维持方面是有用的，但缺乏证据以及一些方法学问题妨碍了就其在促进泛化方面的价值得出令人信服的结论。实证证据还表明，这些程序的有效性可能取决于接受自我管理训练者的认知和语言能力。最后，许多实证研究的设计无法将自我管理训练的具体效果与同时应用外部控制程序所产生的效果区分开来。因此，迫切需要对自我管理训练和外部控制程序的效果进行严格控制的成分研究。
