Public transportation training: in vivo versus classroom instruction.

摘要: This study evaluated a classroom program to teach public transportation usage (bus-riding skills) retarded persons. Based on task analysis of specific skills, five male students were taught each the components locating, signalling, boarding and riding, exiting bus. These skills sequentially, using training procedures consisting role playing, manipulating actions doll simulated model, responding questions about slide sequences. Before, during, after training, subjects tested generalization probes in natural environment. Results multiple-baseline design across indicated that up 12 months termination subject exhibited appropriate bus-riding actual city buses. Two other trained skill component vivo, buses, order compare relative effectiveness efficiency versus vivo training. Both these acquired skills; however, procedure was both more time consuming expensive than findings further demonstrate practicality properly designed for teaching community survival