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
收藏
页码:177 / 187
页数:11
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