课堂强化疗法。
Reinforcement therapy in the classroom.
机构信息
Harvard University.
出版信息
J Appl Behav Anal. 1968 Winter;1(4):323-8. doi: 10.1901/jaba.1968.1-323.
Abstract
Teachers were trained in the systematic use of attention and praise to reduce the disruptive classroom behavior of four first-grade children. Observation measures showed a significant improvement from baseline to treatment for these children and no significant changes for same-class controls. While the amount of teacher attention to target children remained the same from baseline to treatment, the proportion of attention to task-relevant behavior of these children increased. Psychological tests revealed no adverse changes after treatment.
摘要
教师接受了系统使用关注和表扬的培训，以减少四名一年级儿童的课堂扰乱行为。观察措施显示，这些儿童的治疗效果明显优于基线，而同一班级的对照组则没有显著变化。虽然教师对目标儿童的关注量从基线到治疗期间保持不变，但这些儿童与任务相关行为的关注比例增加了。心理测试显示治疗后没有出现不良反应。
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