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首页> 外文会议>International Conference of Intervention and Applied Psychology >Total-Task Presentation as a Technique to Develop Self-Drinking Skill: A Single-Case Study of an Autistic Child with Intellectual Impairment
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Total-Task Presentation as a Technique to Develop Self-Drinking Skill: A Single-Case Study of an Autistic Child with Intellectual Impairment

机译：作为开发自我饮酒技能的技术的总任务介绍：智力障碍的自闭症儿童的单一案例研究

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Using a pre-post intervention design, this study aims to evaluate the use of total-task presentation technique in a training program to develop the self-drinking skill of a 9-year-old male child who features autism spectrum disorder (ASD) with intellectual impairment. This study consists of three phases, including baseline, intervention, and follow-up phase. The baseline phase consists of six trials in two days. The intervention program consisted of five trials on each session and was conducted every lunchtime for 45-60 min. The intervention program involved six stages and was completed in seven days at the subject's home. Thus, in total, the intervention program consisted of 35 trials in seven days. Follow-up data were obtained one and two weeks after concluding the intervention program. The follow-up consisted of six trials in two days. To examine the program's effectiveness, baseline and follow-up results were compared using four features of visual analysis. Results showed the increase in behavior mastered in the chain of behavior. The subject performed 20 out of 21 steps of the behavior in the follow-up phase without any prompts and could perform 6 in the baseline phase. In this case, results indicate that total-task presentation technique can improve mastery of self-drinking skill of a child with ASD with intellectual impairment.
机译：本研究旨在评估培训计划中的全职展示技术的使用，以发展一个具有自闭症谱系（ASD）的9岁男性儿童的自我饮酒技能智力障碍。本研究包括三个阶段，包括基线，干预和随访阶段。基线阶段在两天内由六项试验组成。干预计划由每次会议的五项试验组成，并每次午餐时间进行45-60分钟进行。干预计划涉及六个阶段，并在主题的家中七天完成。因此，总共，干预计划在七天内由35项试验组成。在结束干预计划后，获得了一次和两周的后续数据。随访包括两天的六项试验。要检查程序的有效性，使用四个目的分析的特征进行比较基线和后续结果。结果表明，行为链中掌握的行为增加。该拍摄对象在后续阶段中的行为中的21个步骤中的20个步骤中而没有任何提示，并且可以在基线阶段执行6。在这种情况下，结果表明，总任务介绍技术可以通过智力损害来改善具有ASD的儿童的自饮技能的掌握。

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