运用描述性分析和实验性分析来确定学校环境中异常行为的功能特性。
Use of descriptive and experimental analyses to identify the functional properties of aberrant behavior in school settings.
作者信息
Sasso G M, Reimers T M, Cooper L J, Wacker D, Berg W, Steege M, Kelly L, Allaire A
机构信息
Department of Special Education, University of Iowa, Iowa City 52242.
出版信息
J Appl Behav Anal. 1992 Winter;25(4):809-21. doi: 10.1901/jaba.1992.25-809.
We conducted descriptive and experimental analyses of aberrant behavior in school settings with 2 children with autism, using teachers as assessors. Experimental functional analyses carried out by the investigators were followed by training teachers to conduct a descriptive analysis and a classroom experimental analysis. A comparison of the assessment procedures showed that each procedure identified negative reinforcement as a maintaining variable for aberrant behavior. The teacher implemented an intervention based on the assessment with mixed results. We then replicated the initial results by having the first teacher train a second teacher to carry out the two assessment procedures. The results of these analyses were also in agreement, again identifying negative reinforcement as a variable maintaining aberrant behavior. An intervention based on negative reinforcement was then successfully implemented. These results suggest the applicability and utility of functional analyses carried out in school settings.
我们以教师为评估者，对2名自闭症儿童在学校环境中的异常行为进行了描述性和实验性分析。在研究者进行实验性功能分析之后，对教师进行培训，使其能够进行描述性分析和课堂实验分析。评估程序的比较表明，每种程序都将负强化确定为异常行为的维持变量。教师根据评估实施了一项干预措施，结果喜忧参半。然后，我们通过让第一位教师培训第二位教师来执行这两种评估程序，复制了最初的结果。这些分析的结果也一致，再次将负强化确定为维持异常行为的变量。随后成功实施了基于负强化的干预措施。这些结果表明了在学校环境中进行功能分析的适用性和实用性。
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