Koegel R L, Koegel L K, Surratt A
University of California, Santa Barbara.
J Autism Dev Disord. 1992 Jun;22(2):141-53. doi: 10.1007/BF01058147.
Disruptive behaviors are often exhibited by children with severe disabilities during difficult teaching tasks. Because learning verbal communication can be a difficult task for nonverbal children with autism, disruptive behaviors are common during such interventions. The purpose of this experiment was to assess whether the incorporation of parameters of natural language interactions and motivational techniques might reduce disruptive behavior during language teaching tasks. Within a repeated reversals design with order of conditions and number of sessions varied within and across children, treatment was conducted for two language teaching conditions. During one condition trials were presented serially in a traditional analog clinical format where the therapist presented instructions, prompts, and reinforcers for correct responses. The other condition incorporated parameters of natural language interactions and motivational techniques, such that stimulus items were functional and varied; natural reinforcers were employed; communicative attempts were reinforced; and trials were conducted within a natural interchange. Results showed that greater improvements in responding and considerably less (often negligible) disruptive behavior occurred during the natural language teaching conditions. Results are discussed with respect to their implications for improving language interventions, and with respect to reducing disruptive behavior without the need for specialized or severe interventions focused specifically on the disruptive behavior.
患有严重残疾的儿童在困难的教学任务中常常表现出破坏性行为。由于对于患有自闭症的非言语儿童来说，学习言语交流可能是一项困难的任务，因此在这类干预过程中破坏性行为很常见。本实验的目的是评估纳入自然语言互动参数和激励技术是否可能减少语言教学任务期间的破坏性行为。在一个重复反转设计中，条件顺序和会话次数在不同儿童之间以及儿童内部有所变化，针对两种语言教学条件进行了治疗。在一种条件下，试验以传统的模拟临床形式依次呈现，治疗师针对正确反应给出指令、提示和强化物。另一种条件纳入了自然语言互动参数和激励技术，使得刺激项目具有功能性且多样；采用自然强化物；对交流尝试给予强化；并且在自然的交流中进行试验。结果表明，在自然语言教学条件下，反应有更大改善，破坏性行为明显减少（通常可忽略不计）。讨论了这些结果对改善语言干预的意义，以及在无需专门针对破坏性行为进行特殊或严厉干预的情况下减少破坏性行为的意义。
