Odom S L, Chandler L K, Ostrosky M, McConnell S R, Reaney S
Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203.
J Appl Behav Anal. 1992 Summer;25(2):307-17. doi: 10.1901/jaba.1992.25-307.
This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period.
本研究考察了一种针对残疾幼儿同伴发起干预中担任同伴的儿童逐渐减少教师提示的系统。一名教师教导同伴向残疾儿童发起社交互动，为这些互动提供言语提示，并引入了一个为同伴提供有关残疾儿童社交互动视觉反馈的系统。然后，她系统地撤回了对同伴的言语提示，随后逐渐减少视觉反馈系统。干预开始时同伴发起的互动增加，残疾儿童的社交互动也随之增加。随着教师系统地减少对同伴的提示和视觉反馈，社交互动在干预期间达到的水平持续保持，并在短暂的维持期内得以维持。
