Jones K M, Friman P C
Creighton University School of Medicine.
J Appl Behav Anal. 1999 Spring;32(1):95-8. doi: 10.1901/jaba.1999.32-95.
We assessed the academic performance of a 14-year-old boy with insect phobia in the context of feared stimuli. The dependent measure was math calculation rate across three conditions that varied therapist statements about the presence of crickets and the actual presence of live crickets. Subsequent treatment consisted of graduated exposure and contingent rewards for math problem completion. Assessment results indicated that the boy's performance was consistently low in the presence of live crickets but not when he was spuriously informed that crickets were present (the primary referral concern). Treatment results indicated no effect from exposure alone and a dramatic effect when exposure was combined with contingent rewards.
我们在恐惧刺激的情境下评估了一名患有昆虫恐惧症的14岁男孩的学业表现。因变量是在三种条件下的数学计算速度，这三种条件在治疗师关于蟋蟀是否存在的表述以及活蟋蟀是否实际存在方面有所不同。后续治疗包括逐步暴露疗法以及对完成数学问题给予意外奖励。评估结果表明，在有活蟋蟀在场时，该男孩的表现始终很低，但当他被虚假告知有蟋蟀存在时（主要转诊关注点），表现并非如此。治疗结果表明，单独的暴露疗法没有效果，而当暴露疗法与意外奖励相结合时则产生了显著效果。
