Schindler Holly Reed, Horner Robert H
University of Oregon, Eugene, OR 97403, USA.
Am J Ment Retard. 2005 Jan;110(1):36-47. doi: 10.1352/0895-8017(2005)110<36:GROPBO>2.0.CO;2.
The effects of functional communication training on the generalized reduction of problem behavior with three 4- to 5-year-old children with autism and problem behavior were evaluated. Participants were assessed in primary teaching settings and in three secondary, generalization settings. Through baseline analysis, lower effort interventions in the secondary settings were documented as ineffective when implemented alone. Higher effort interventions incorporating functional communication training were documented within a multiple baseline design to reduce problem behavior in the primary setting, but not in secondary settings until the lower effort interventions were re-introduced. Results demonstrate the need for trans-situational interventions based on a common functional assessment hypothesis across settings and including intensive interventions that enhance the effects of lower intensity interventions.
评估了功能性沟通训练对三名患有自闭症和问题行为的4至5岁儿童问题行为普遍减少的影响。在主要教学环境和三个次要的泛化环境中对参与者进行了评估。通过基线分析，记录到在次要环境中单独实施的低强度干预措施无效。在多基线设计中记录了采用功能性沟通训练的高强度干预措施，以减少主要环境中的问题行为，但在重新引入低强度干预措施之前，次要环境中的问题行为并未减少。结果表明，需要基于跨环境的共同功能评估假设进行跨情境干预，包括强化干预措施，以增强低强度干预措施的效果。
