Kennedy C H, Haring T G
College of Education, University of Hawaii, Honolulu 96822.
J Appl Behav Anal. 1993 Spring;26(1):63-76. doi: 10.1901/jaba.1993.26-63.
We taught 4 students with profound multiple disabilities to use a microswitch communication system to request a change in recreational stimuli during social interactions with nondisabled peers. In Study 1, we conducted a preference assessment across a range of stimuli for each student. The most and least preferred stimuli were incorporated into microswitch communication system training in Study 2. During the second study, 3 of the 4 students (a) learned to use the microswitch communication system to control stimulus presentation, (b) more clearly differentiated their time among stimuli, and (c) increased their level of general alertness. Study 3 extended the use of the microswitch communication system to social interactions with nondisabled peers. Two students were more engaged in interactions when they chose when to change stimuli; 1 student was more alert when a peer chose when to change activities; a 4th student showed an undifferentiated pattern. The outcomes of the investigation are discussed in terms of the effects of controlling stimulus presentation on the behavior of students with profound multiple disabilities and the stability of preference hierarchies over time.
我们教会了4名重度多重残疾学生使用微动开关通信系统，以便在与非残疾同伴进行社交互动时请求更换娱乐刺激物。在研究1中，我们针对每名学生对一系列刺激物进行了偏好评估。在研究2中，将最受偏好和最不受偏好的刺激物纳入微动开关通信系统训练。在第二项研究中，4名学生中的3名：（a）学会了使用微动开关通信系统来控制刺激物呈现；（b）在不同刺激物之间的时间分配上有了更清晰的区分；（c）提高了整体警觉水平。研究3将微动开关通信系统的使用扩展到与非残疾同伴的社交互动中。两名学生在选择何时更换刺激物时更积极参与互动；一名学生在同伴选择何时更换活动时更警觉；第四名学生表现出无差异的模式。我们从控制刺激物呈现对重度多重残疾学生行为的影响以及偏好等级随时间的稳定性方面讨论了该调查的结果。
