Rowbury T G, Baer A M, Baer D M
J Appl Behav Anal. 1976 Spring;9(1):85-104. doi: 10.1901/jaba.1976.9-85.
Token-mediated access to play and snacks was made contingent on completion of academic tasks in the Baseline Experiment. This contingency produced stable completion rates that were subsequently doubled, and then tripled, for four deviant children in a special preschool. A reversal design demonstrated that the contingency was functional in maintaining the children's rates of task completion. The Guidance Experiment examined the role of a social event, teacher guidance, in the acquisition of task-completion skills, in a multiple-baseline-across-tasks design (with reversals). The analysis demonstrated that teacher guidance was an important supplement to the token-mediated contingency in establishing significant increases in task completions for a second group of three deviant children in the special class. The importance of teacher guidance was related to the difficulty level of the children's tasks.
在基线实验中，通过代币来获取玩耍和零食取决于学业任务的完成情况。这种条件作用产生了稳定的完成率，随后在一所特殊幼儿园里，四名行为偏差儿童的完成率先是翻倍，然后又增至三倍。一项反转设计表明，这种条件作用对于维持儿童的任务完成率是有效的。指导实验在一项跨任务多基线设计（含反转）中，考察了社交事件——教师指导在任务完成技能习得中的作用。分析表明，对于该特殊班级中的另一组三名行为偏差儿童，教师指导是代币介导的条件作用的重要补充，能显著提高任务完成率。教师指导的重要性与儿童任务的难度水平有关。
