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首页> 外文期刊>Evidence based communication assessment and intervention >Behavioral skills training for teaching PECS implementation: Initial evidence is promising but still limited1
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Behavioral skills training for teaching PECS implementation: Initial evidence is promising but still limited1

机译：进行PECS实施的行为技能培训：初步证据很有希望，但仍然有限1

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Design: This study used a single-subject multiple-baseline design across participants in which correcl implementation of the first three phases of PECS with a confederate learner (i.e., neuro-typical adult) was measured pre-training (baseline), post-BST training, and then after remedial training. Generalization was tested, using a multiple post-probe; design, with an adult with severe developmental disabilities as the PECS learner and was assessed both post-training and after the remedial Iraining. Maintenance probes were conducted with one of three participants and included both probes with confederate learners and combined maintenance and generalization probes in which n second adult with severe developmental disabilities served as the learner. Allocation: All three individuals in the: study received the same training, although time of implementation of initial and remedial training was staggered across participants. Blinding: Unblinded; the authors do not nole whether or not any of the observers were blinded to the participant's current treatment condition. Study duration: Each participant received training sessions two or three limes per week, with each session lasling approximately 45-90 min. Total training limes for the three par-ticipants were: 131 min, 199 min, and 208 min. Each participant also engaged in 26 five-trial blocks in which they administered the first three phases of PECS to either a confederate learner or an adult with severe developmental disabilities. Maintenance probes occurred one month post-training. Setting: Initial and remedial training occulted in a university clinic, as did post-lesi trials. Generalization probes occuncd in a habitation setting.
机译：设计：本研究在参与者中使用了单主题多基线设计，其中在同伴学习者（即基线成人）的BST后，BST后测量了PECS的前三个阶段与同伴学习者（即成人）的相关实施培训，然后经过补救培训。使用多个后探针测试泛化;设计，以一名患有严重发育障碍的成年人作为PECS学习者，并在训练后和补救性Iraining后进行了评估。维护性探查是针对三名参与者之一进行的，包括同盟学习者的探究和维护与泛化探究的组合探究，其中n名患有严重发育障碍的第二名成年人担任学习者。分配：研究中的所有三个人都接受了相同的培训，尽管参与者之间的初始和补救培训的实施时间错开了。致盲：无盲;作者不怀疑任何观察者是否对参与者当前的治疗情况视而不见。研究持续时间：每个参与者每周接受两次或三次酸橙训练，每次训练约45-90分钟。三个参与者的总训练时间为：131分钟，199分钟和208分钟。每个参与者还参加了26个五项试验，在其中他们对同伴学习者或患有严重发育障碍的成年人进行了PECS的前三个阶段的管理。培训后一个月进行维护探查。地点：大学诊所进行了初期和补救性培训，以及LESI后的试验。泛化探针在居住环境中被遮盖。

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