Strain P S, Wiegerink R
J Abnorm Child Psychol. 1975;3(1):61-9. doi: 10.1007/BF00916032.
The effect of contingent teacher attention on the social play of two behaviorally disordered preschool children was investigated. Using a multiple baseline design with reversal conditions, social play was measured on four activities: pegs and pegboard, athletic ball, blocks, and water pail. Baseline data indicated considerable variability in the amount of social play across the four activities. The initiation of the experimental contingency produced a dramatic increase in percentage of time in which the subjects engaged in social play. The implications of these results for the remediation of isolate behavior in young children with multiple behavioral deficits are discussed.
研究了教师的偶然关注对两名患有行为障碍的学龄前儿童社交游戏的影响。采用带有反转条件的多基线设计，对四项活动中的社交游戏进行了测量：插栓与插板、运动球、积木和水桶。基线数据表明，四项活动中社交游戏的量存在相当大的变异性。实验性偶然事件的启动使受试者参与社交游戏的时间百分比急剧增加。讨论了这些结果对矫治有多种行为缺陷的幼儿孤立行为的意义。
