Apolloni T, Cooke S A
Percept Mot Skills. 1977 Feb;44(1):231-41. doi: 10.2466/pms.1977.44.1.231.
The present investigation demonstrated a systematic teaching procedure for establishing a normal toddler as a peer-model for three children showing delayed development, each one under 27 mo. of age. For each delayed subject, training consisted of adult-directed prompting and social reinforcement contingent upon the delayed children's imitations of material use and motor responses emitted by a normal peer. Within-subjects multiple-baseline designs across responses were used to demonstrate intrasubject control over imitative responding. Indices of stimulus and response generalization were assessed through having the peer-model present the trained responses along with untrained responses in a situation free of adult prompting and social reinforcement for imitative responding. Results indicated that the training in peer-imitation was successful for establishing the peer-model's behavior in a stimulus control relationship with the imitative responding of the delayed children. Moreover, the findings generally demonstrated transfer of training across stimulus situations and responses. Implications for educational programming with developmentally delayed children are discussed.
本研究展示了一种系统的教学程序，该程序以一名正常学步儿童作为三名发育迟缓儿童（均未满27个月）的同伴榜样。对于每一名发育迟缓的儿童，训练包括成人引导的提示以及当发育迟缓儿童模仿正常同伴的材料使用和运动反应时给予的社会强化。采用跨反应的受试者内多基线设计来证明受试者对模仿反应的内部控制。通过让同伴榜样在没有成人提示和模仿反应的社会强化的情况下呈现训练过的反应以及未训练的反应，来评估刺激和反应泛化的指标。结果表明，同伴模仿训练成功地在刺激控制关系中建立了同伴榜样的行为与发育迟缓儿童的模仿反应之间的联系。此外，研究结果总体上证明了训练在不同刺激情境和反应之间的迁移。文中还讨论了对发育迟缓儿童教育规划的启示。
