一项旨在降低重度多重残疾个体的抗拒行为和不幸福感指标的强化教学计划。
An enriched teaching program for reducing resistance and indices of unhappiness among individuals with profound multiple disabilities.
作者信息
Green Carolyn W, Reid Dennis H, Rollyson Jeannia H, Passante Susan C
机构信息
Carolina Behavior Analysis and Support Center, P.O. Box 425, Morganton, North Carolina 28680, USA.
出版信息
J Appl Behav Anal. 2005 Summer;38(2):221-33. doi: 10.1901/jaba.2005.4-04.
We evaluated an enriched teaching program for reducing resistance and indices of unhappiness displayed by 3 individuals with profound multiple disabilities during teaching sessions. The program involved presentation of preferred activities before, during, and after each teaching session, discontinuation of identified nonpreferred activities, and a brief break and preferred activity following occurrence of resistance. Implementation of the enriched teaching program was accompanied by reductions in resistance and indices of unhappiness for each participant. Results also indicated no negative impact of the program on participant performance of the teaching steps or staff teaching proficiency. Staff questionnaire responses provided a degree of social validation for the observed changes in that staff reported the participants liked the enriched teaching program more than the traditional teaching process. Directions for future research discussed include identifying critical aspects of the overall program and the potential relation between teaching proficiency and the program's enrichment effectiveness.
我们评估了一个强化教学方案，该方案旨在减少3名重度多重残疾个体在教学过程中表现出的抵触情绪和不开心指数。该方案包括在每次教学课程之前、期间和之后呈现偏好活动，停止已确定的非偏好活动，以及在出现抵触情绪后进行短暂休息和开展偏好活动。实施强化教学方案后，每位参与者的抵触情绪和不开心指数都有所降低。结果还表明，该方案对参与者执行教学步骤的表现或工作人员的教学熟练度没有负面影响。工作人员的问卷调查反馈为观察到的变化提供了一定程度的社会验证，因为工作人员报告称，与传统教学过程相比，参与者更喜欢强化教学方案。讨论的未来研究方向包括确定整个方案的关键方面，以及教学熟练度与方案强化效果之间的潜在关系。
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