非偶然性同伴关注作为课堂破坏行为的治疗方法。
Noncontingent peer attention as treatment for disruptive classroom behavior.
作者信息
Jones K M, Drew H A, Weber N L
机构信息
Eastern Illinois University, USA.
出版信息
J Appl Behav Anal. 2000 Fall;33(3):343-6. doi: 10.1901/jaba.2000.33-343.
Abstract
A functional analysis isolated peer attention as the primary maintaining variable for disruptive behavior displayed by a student with attention deficit hyperactivity disorder. Using a brief reversal design, noncontingent reinforcement was then shown to reduce disruptive behavior relative to the peer attention condition. Implications for assessing behavior disorders in mainstream school settings are discussed.
摘要
一项功能分析确定同伴关注是一名患有注意力缺陷多动障碍的学生所表现出的破坏性行为的主要维持变量。采用简短的反转设计，结果表明，相对于同伴关注条件，非连续性强化可减少破坏性行为。文中讨论了在主流学校环境中评估行为障碍的意义。
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