Sprague J R, Horner R H
University of Oregon.
J Appl Behav Anal. 1992 Fall;25(3):735-45. doi: 10.1901/jaba.1992.25-735.
Two studies examined the effects of a reductive treatment versus instruction-based treatments on the generalized reduction of problem behaviors. Each study involved a detailed analysis of multiple problem behaviors performed by school-aged youth with severe intellectual disabilities. The analysis examined the contrasting effects of one of two different positive intervention procedures (teaching a positive alternative behavior or providing additional teacher assistance during instruction) versus blocking and/or verbally reprimanding a problem behavior. The focus of each analysis was on the covariation of multiple problem behaviors within functional response classes. Results of the investigation indicated that when only one member of the response class was blocked, a collateral increase was observed in one or more different problem behaviors from the same response class. Alternatively, when 1 participant was taught a functionally equivalent mand response, all problem behaviors in the response class were reduced. Problem behaviors also were reduced for the remaining participant by presenting antecedent teacher assistance. Implications of the research extend to analysis of covariation within response classes and to procedures that result in generalized reduction of problem behaviors within a response class.
两项研究考察了还原疗法与基于指导的疗法对问题行为普遍减少的影响。每项研究都对患有严重智力障碍的学龄青少年表现出的多种问题行为进行了详细分析。该分析考察了两种不同的积极干预程序（教授积极替代行为或在教学过程中提供额外教师协助）之一与阻止和/或口头斥责问题行为的对比效果。每次分析的重点是功能反应类别中多种问题行为的共变情况。调查结果表明，当反应类别中只有一个成员被阻止时，在来自同一反应类别的一种或多种不同问题行为中观察到附带增加。或者，当一名参与者被教授功能等效的指令反应时，反应类别中的所有问题行为都减少了。通过提供教师先行协助，其余参与者的问题行为也减少了。该研究的意义延伸到反应类别中共变的分析以及导致反应类别中问题行为普遍减少的程序。
