Goldstein H, Cisar C L
Department of Communication, University of Pittsburgh, Pennsylvania 15217.
J Appl Behav Anal. 1992 Summer;25(2):265-80. doi: 10.1901/jaba.1992.25-265.
We investigated the effects of teaching sociodramatic scripts on subsequent interaction among three triads, each containing 2 typical children and 1 child with autistic characteristics. The same type and rate of teacher prompts were implemented throughout structured play observations to avoid the confounding effects of script training and teacher prompting. After learning the scripts, all children demonstrated more frequent theme-related social behavior. These improvements in social-communicative interaction were replicated with the training of three sociodramatic scripts (i.e., pet shop, carnival, magic show) according to a multiple baseline design. These effects were maintained during the training of successive scripts and when the triads were reconstituted to include new but similarly trained partners. Results provided support for the inclusion of systematic training of scripts to enhance interaction among children with and without disabilities during sociodramatic play.
我们研究了教授社会戏剧脚本对随后三个三人小组互动的影响，每个小组包含2名典型儿童和1名具有自闭症特征的儿童。在整个结构化游戏观察过程中实施相同类型和频率的教师提示，以避免脚本训练和教师提示的混杂效应。学习脚本后，所有儿童都表现出更频繁的与主题相关的社交行为。根据多基线设计，通过对三个社会戏剧脚本（即宠物店、嘉年华、魔术表演）的训练，这些社交沟通互动的改善得到了重复。这些效果在后续脚本的训练过程中以及当三人小组重新组建以纳入新的但经过类似训练的伙伴时都得以保持。研究结果为纳入脚本系统训练以增强有残疾和无残疾儿童在社会戏剧游戏中的互动提供了支持。
