教自闭症儿童进行对话交流：结合嵌入式文本刺激的脚本渐隐法。
Teaching children with autism to engage in conversational exchanges: script fading with embedded textual stimuli.
作者信息
Sarokoff R A, Taylor B A, Poulson C L
机构信息
Graduate Center and Queens College, CUNY, USA.
出版信息
J Appl Behav Anal. 2001 Spring;34(1):81-4. doi: 10.1901/jaba.2001.34-81.
Abstract
A multiple baseline across three sets of stimuli was used to assess the effects of a script-fading procedure using embedded text to teach 2 children with autism to engage in conversation statements about the stimuli. Both students stated all the scripted statements, and unscripted statements also increased. Generalization was assessed with novel peers and with untrained stimuli.
摘要
采用针对三组刺激的多重基线设计，以评估一种脚本渐隐程序的效果，该程序通过嵌入文本，教授两名自闭症儿童就这些刺激进行对话陈述。两名学生都能说出所有脚本化的陈述，非脚本化的陈述也有所增加。通过与陌生同伴以及未经训练的刺激进行测试来评估泛化情况。
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本文引用的文献
1
Social interaction skills for children with autism: a script-fading procedure for beginning readers.自闭症儿童的社交互动技能：针对初级读者的脚本渐隐程序。
J Appl Behav Anal. 1998 Summer;31(2):191-202. doi: 10.1901/jaba.1998.31-191.
2
Teaching children with autism to initiate to peers: effects of a script-fading procedure.教自闭症儿童主动与同伴互动：脚本渐隐程序的效果。
J Appl Behav Anal. 1993 Spring;26(1):121-32. doi: 10.1901/jaba.1993.26-121.
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