自我评价对学龄前儿童与自闭症同学使用社交互动策略的影响。
Effects of self-evaluation on preschool children's use of social interaction strategies with their classmates with autism.
作者信息
Sainato D M, Goldstein H, Strain P S
机构信息
Ohio State University, Department of Educational Services and Research, Columbus 43210-1172.
出版信息
J Appl Behav Anal. 1992 Spring;25(1):127-41. doi: 10.1901/jaba.1992.25-127.
This study investigated effects of a self-evaluation procedure on preschool children's use of social interaction strategies among their classmates with autism. Three triads of children (comprised of 1 trained normally developing peer, 1 untrained peer, and 1 child with autism) participated. A multiple baseline design across subjects was used to demonstrate that peers who were taught facilitative strategies increased their use of strategies only after the self-evaluation intervention was introduced. Improvements in social behavior of children with autism was associated with peers' increased strategy use. Untrained peers demonstrated little change in their social behavior. Treatment effects were replicated when trained peers were asked to use self-evaluation with other children with autism during other play times. Self-evaluation procedures enhanced the use of social interaction strategies on the part of normally developing peers during social skills interventions.
本研究调查了自我评估程序对自闭症儿童在同班同学中使用社交互动策略的影响。三组儿童（每组由1名经过训练的正常发育同伴、1名未经过训练的同伴和1名自闭症儿童组成）参与了研究。采用跨受试者的多基线设计来证明，接受促进性策略训练的同伴仅在引入自我评估干预后才增加了策略的使用。自闭症儿童社交行为的改善与同伴增加策略使用有关。未经过训练的同伴的社交行为几乎没有变化。当要求接受训练的同伴在其他玩耍时间与其他自闭症儿童一起使用自我评估时，治疗效果得到了重复。自我评估程序增强了正常发育同伴在社交技能干预期间对社交互动策略的使用。
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