Hughes C, Killian D J, Fischer G M
Department of Special Education, Vanderbilt University, Nashville, TN 37203, USA.
Am J Ment Retard. 1996 Mar;100(5):493-509.
Multiple measures of social behavior were obtained in order to (a) evaluate the effects of a systematic replication of a conversational interaction intervention, (b) identify critical target behaviors, (c) select participants likely to benefit from intervention, and (d) assess the social and experimental validity of the intervention. Combined measures (e.g., performance screening, assessing students' goals, behavioral ratings) corroborated the decision to introduce multiple-exemplar, self-instructional training to 4 students with moderate mental retardation who were observed to have limited social interaction with their peers at school. Findings indicated that the procedure was effective at increasing empirical indicators of participants' generalized conversational interaction and that behavioral change was validated socially by ratings of peers and important others.
为了（a）评估对话互动干预系统性复制的效果，（b）识别关键目标行为，（c）挑选可能从干预中受益的参与者，以及（d）评估干预的社会和实验效度，获取了多种社会行为测量指标。综合测量方法（如表现筛查、评估学生目标、行为评分）证实了对4名中度智力障碍学生引入多范例自我指导训练的决定，这些学生在学校被观察到与同龄人社交互动有限。研究结果表明，该程序在增加参与者广义对话互动的实证指标方面是有效的，并且行为变化通过同龄人和重要他人的评分在社会层面得到了验证。
