USING GENERAL-CASE INSTRUCTION TO TEACH SPONTANEOUS AND GENERALIZED REQUESTS FOR ASSISTANCE TO LEARNERS WITH SEVERE DISABILITIES

被引：21

作者：

CHADSEYRUSCH, J ^{[1
]}

DRASGOW, E ^{[1
]}

REINOEHL, B ^{[1
]}

HALLE, J ^{[1
]}

COLLETKLINGENBERG, L ^{[1
]}

机构：

[1] UNIV WISCONSIN,MADISON,WI

来源：

JOURNAL OF THE ASSOCIATION FOR PERSONS WITH SEVERE HANDICAPS | 1993年 / 18卷 / 03期

关键词：

GENERAL-CASE; GENERALIZATION; COMMUNICATION; LANGUAGE; SPONTANEITY; STIMULUS CONTROL;

D O I：

10.1177/154079699301800304

中图分类号：

R49 [康复医学];

学科分类号：

100215 ;

摘要：

The purpose of this study was to assess the effects of general-case instruction on spontaneous and generalized requests for assistance by three adolescents with severe disabilities. The findings support the efficacy of the general-case approach in relation to using a single example to teach requests for help. The distinguishing aspect of the general-case phase was the variation in stimulus conditions that occurred across teaching opportunities. Results indicated that general-case instruction produced generalized requests for assistance with two of the three learners. The implications for using general-case procedures for teaching communicative interactions are discussed and future research areas are proposed.

引用

页码：177 / 187

页数：11

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