Delprato D J
Department of Psychology, Eastern Michigan University, Ypsilanti 48197, USA.
J Autism Dev Disord. 2001 Jun;31(3):315-25. doi: 10.1023/a:1010747303957.
This critical review examined a series of 10 controlled studies in which traditional operant behavioral procedures were compared with more recently developed normalized interventions for teaching language to young children with autism. Main characteristics of the older treatments include highly structured direct teaching sessions of discrete trials, teacher initiation, artificial reinforcers, and response shaping. Normalized interventions consist of loosely structured sessions of indirect teaching with everyday situations, child initiation, natural reinforcers, and liberal criteria for presentation of reinforcers. The main conclusion was that in all eight studies with language criterion responses, normalized language training was more effective than discrete-trial training. Furthermore, in both studies that assessed parental affect, normalized treatment yielded more positive affect than discrete-trial training.
这篇批判性综述考察了一系列10项对照研究，这些研究将传统的操作性行为程序与最近开发的针对自闭症幼儿的标准化语言教学干预措施进行了比较。早期治疗方法的主要特点包括高度结构化的离散试验直接教学课程、教师主导、人为强化物和反应塑造。标准化干预措施包括结构松散的间接教学课程，结合日常情境、儿童主导、自然强化物以及宽松的强化物呈现标准。主要结论是，在所有八项有语言标准反应的研究中，标准化语言训练比离散试验训练更有效。此外，在两项评估父母情感反应的研究中，标准化治疗比离散试验训练产生了更积极的情感反应。
