通过一套自我指导治疗方案,提高严重智障青少年的休闲技能

Deborah A. Keogh, Gerald D. Faw , Thomas L. Whitman, Dennis H. Reid
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引用次数: 26

摘要

近年来,高功能智障人士社会休闲技能的发展受到了广泛关注。然而,研究如何提高严重智障人士的社会休闲技能的方法相对较少。当这些技能被教授给严重智力迟钝的人时,它们是相当简单的。本研究的目的是评估一个治疗方案,其中包括自学训练,以提高复杂的社会休闲技能,游戏,严重智障青少年。通过三种游戏和情境的设计来评估治疗方案的直接和普遍效果,其中两个男孩作为对照组,另外两个男孩作为对照组。两个男孩都学会了单独表演和描述游戏步骤。尽管最初出现了对偶和自由游戏情境的最小泛化,但在最少的提示和特定的对偶训练下,男孩们能够在两种情境下准确地玩这三种游戏。后续评估表明,通过偶尔的评论,客户能够保持他们的游戏技能。数据还显示,男孩的语言交流有所增加。研究结果对未来重度智障儿童社会休闲技能规划的意义进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Enhancing leisure skills in severely retarded adolescents through a self-instructional treatment package

The development of social-leisure skills among higher functioning mentally retarded persons has received considerable attention in recent years. There is relatively little research, however, examining procedures for increasing social-leisure skills with severely retarded individuals. Where such skills have been taught to severely mentally retarded persons, they have been quite simple. The purpose of this study was to evaluate a treatment package which included self-instructional training for increasing a complex social-leisure skill, game playing, in severely retarded adolescents. A design across three games and situations was used to assess the direct and generalized effects of the treatment package with two boys while two other boys served as controls. Both boys learned to perform and verbalize individually the game steps. Although minimal generalization to dyad- and free-play situations initially occurred, with minimal prompts and specific dyad training the boys were able to play the three games accurately in both situations. Follow-up assessments indicated that with occasional reviews, the clients were able to maintain their game skills. Data also suggested increases in the boys' verbal interactions. The implications of the results for future social-leisure skill programming with the severely retarded are discussed.

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