言行一致訓練の臨床場面への適用可能性の検討 : 精神遅滞児における"身振り言語・行動"一致訓練

概要

論文の詳細を見る
The present study was designed to investigate whether a "say-do" correspondence training could be applied with the school program for mentally retarded children, and also to examine the effects of this training with improving their classroom behaviors. The classroom teacher did this training for three subjects with, "Multiple-baseline designs". Manual langnage was used in place of vocal language. In the correspondence training phase, the teacher shaped both subject's manual expression and their performance of the target behaviors. In the manual language phase, the operation was continued only for their manual expression. A11 subjects became to be able to express the target behaviors with manual language within the first few sessions. Their performance level reached at 80% in 18-26 sessions, and it had maintained in the next phase. It should not always be demonstrated whether their behavior change and its maintenance might be due to control by their manual expression. It was snggested however that a "say-do" correspondence training procedure would be easy to apply with the daily school program for mentally retarded children.
日本行動分析学会の論文
1987-03-31