Taylor J C, Carr E G
Institute for Clinical Training and Research, Devereux Foundation, Devon, PA 19333.
Behav Modif. 1992 Jul;16(3):336-71. doi: 10.1177/01454455920163003.
The effects of problem behavior displayed by two groups of children with developmental disabilities was investigated. One group of children exhibited problem behavior under conditions of low adult attention and was referred to as the attention-seeking or AS behavior profile group. A second group of children exhibited problem behavior under conditions of high adult attention and was referred to as the socially avoidant or SA behavior profile group. A third group of nonproblem children (NP) was examined for comparison purposes. Pairs of children were placed in a teaching situation, and the effects of child problem behavior upon adult instructional behavior were measured. Results indicated that child behavior affected adult behavior and that different child behavior profiles affected adults differentially. Adults responded to the problem behaviors of the AS behavior profile group by increasing attention, providing higher levels of physical contact, and presenting academic tasks that required continuous adult-child interaction. Conversely, the same adults responded to the problem behaviors of the SA behavior profile group by reducing attention, providing lower levels of physical contact, and presenting academic tasks that required little adult-child interaction. The data indicated that these child effects were powerful, immediate, and durable. Theoretical implications concerning reciprocal social influence and the operant theory of child problem behavior are discussed. Applied implications concerning treatment selection and maintenance are also explored.
对两组发育障碍儿童所表现出的问题行为的影响进行了调查。一组儿童在成人关注度较低的情况下表现出问题行为，被称为寻求关注或AS行为模式组。另一组儿童在成人关注度较高的情况下表现出问题行为，被称为社交回避或SA行为模式组。为了进行比较，还对第三组无问题儿童（NP）进行了检查。将儿童两两置于教学情境中，并测量儿童问题行为对成人教学行为的影响。结果表明，儿童行为会影响成人行为，而且不同的儿童行为模式对成人的影响也有所不同。成人对AS行为模式组的问题行为的反应是增加关注、提供更高程度的身体接触，并呈现需要成人与儿童持续互动的学业任务。相反，同样的成人对SA行为模式组的问题行为的反应是减少关注、提供较低程度的身体接触，并呈现几乎不需要成人与儿童互动的学业任务。数据表明，这些儿童效应是强大、即时且持久的。讨论了关于相互社会影响和儿童问题行为的操作性理论的理论意义。还探讨了关于治疗选择和维持的应用意义。
