Hughes C, Hugo K, Blatt J
Department of Special Education, Vanderbilt University, Nashville, TN 37203, USA.
Am J Ment Retard. 1996 May;100(6):565-79.
Effects of an intervention that combined self-instruction with multiple exemplar training on the generalized problem solving of five high school students with severe mental retardation were examined. Innovative features of the intervention included (a) preteaching self-instruction to proficiency with one exemplar before introducing multiple exemplars and (b) embedding problem situations within a functional task sequence. Findings indicated that all students learned to perform five trained problem responses and five generalized responses while self-instructing. The self-instructional intervention appeared to decrease training time required to self-instruct as well as to decrease variability with which participants verbalized their self-instructions.
研究了一种将自我指导与多范例训练相结合的干预措施对五名重度智力障碍高中生的通用问题解决能力的影响。该干预措施的创新特点包括：(a) 在引入多个范例之前，先对一个范例进行自我指导预训练，使其达到熟练程度；(b) 将问题情境嵌入功能性任务序列中。研究结果表明，所有学生在自我指导时都学会了执行五种经过训练的问题反应和五种通用反应。自我指导干预似乎减少了自我指导所需的训练时间，也减少了参与者自我指导时言语表达的变异性。
