Duker P C, Dortmans A, Lodder E
PROCESS Research Group, University of Nijmegen, The Netherlands.
Res Dev Disabil. 1993 Jan-Feb;14(1):39-49. doi: 10.1016/0891-4222(93)90004-4.
Procedures for teaching communicative gestures to individuals with mental retardation are focused mostly on establishing requesting or manding. It is often taken for granted that when a student has been taught to make a request, that he or she is indeed manding. Five students with severe/profound mental retardation accepted referents, regardless of whether the referents matched the gestures they made. Apparently, their responding could not be defined as manding. A correction procedure, including interruption, physical guidance, verbal instruction, and repetition, was then applied and increased the individuals' correct rejecting of unmatching referents. Data were collected within a multiple baseline design across individuals. It is suggested that assessing student's response when the trainer or teacher delivers items that do not match the referent of a prior request is a necessary part of each training program.
向智障人士教授交流手势的程序主要集中在建立请求或发出指令方面。人们常常理所当然地认为，当一个学生被教导提出请求时，他或她确实是在发出指令。五名重度/极重度智障学生接受了指代物，无论这些指代物是否与他们做出的手势相匹配。显然，他们的反应不能被定义为发出指令。然后应用了一种纠正程序，包括打断、身体引导、言语指导和重复，这增加了个体对不匹配指代物的正确拒绝。数据是在针对个体的多基线设计中收集的。建议在培训师或教师提供与先前请求的指代物不匹配的物品时评估学生的反应，这是每个培训项目的必要组成部分。
