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J Appl Behav Anal. 1970 Spring;3(1):57-64. doi: 10.1901/jaba.1970.3-57.
2
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Some promising dimensions for behavioral community technology.一些有前景的行为社区技术维度。
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6
Community applications of instructional technology: teaching writers of instructional packages.教学技术的社区应用:教学包编写者的教学。
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8
Differential reinforcement of other behavior and noncontingent reinforcement as control procedures during the modification of a preschooler's compliance.在改变一名学龄前儿童的顺从行为过程中,将对其他行为的差别强化和非偶然强化作为控制程序。
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9
Behavioral community psychology: encouraging low-income parents to seek dental care for their children.行为社区心理学:鼓励低收入父母为其子女寻求牙科护理。
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本文引用的文献

1
Switching requirements in a Head Start classroom.在学前教育课堂中转换需求。
J Appl Behav Anal. 1969 Spring;2(1):43-7. doi: 10.1901/jaba.1969.2-43.
2
Achievement Place: token reinforcement procedures in a home-style rehabilitation setting for "pre-delinquent" boys.成就地点:代币强化程序在家庭式康复环境中用于“准犯罪”男孩。
J Appl Behav Anal. 1968 Fall;1(3):213-23. doi: 10.1901/jaba.1968.1-213.
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Establishing use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children.确立在弱势学龄前儿童的自然语言中使用描述性形容词。
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Some current dimensions of applied behavior analysis.应用行为分析的一些当前维度。
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Applying "group" contingencies to the classroom study behavior of preschool children.将“团体”强化物应用于学前儿童的课堂学习行为。
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Reinforcer sampling: a technique for increasing the behavior of mental patients.强化物抽样:一种增加精神病人行为的技术。
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Effects of teacher attention on study behavior.教师关注对学习行为的影响。
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8
A pilot basic education program for school dropouts incorporating a token reinforcement system.一项针对辍学者的试点基础教育项目,该项目纳入了代币强化系统。
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Experiments with token reinforcement in a remedial classroom.在补习教室里进行代币强化实验。
Behav Res Ther. 1968 Feb;6(1):51-64. doi: 10.1016/0005-7967(68)90042-9.

加强福利对象自助小组活动。

Reinforcing self-help group activities of welfare recipients.

机构信息

University of Kansas.

出版信息

J Appl Behav Anal. 1970 Spring;3(1):57-64. doi: 10.1901/jaba.1970.3-57.

DOI:10.1901/jaba.1970.3-57
PMID:16795239
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1311090/
Abstract

The attendance rates of welfare recipients at self-help group meetings was compared when supplementary reinforcement was given for attending and when it was not. Reinforcers included donated items, such as clothing and household goods, and information about welfare services. It was found that the attendance at meetings averaged three recipients per meeting without reinforcement and 15 recipients per meeting with reinforcement. There was evidence that attendance was associated with participation in other self-help activities. It was concluded that practical forms of reinforcement can be found to maintain the participation of severely disadvantaged populations in self-help groups.

摘要

对有附加强化(强化物包括捐赠物品,如衣物和家居用品,以及有关福利服务的信息)和没有附加强化时福利接受者参加自助小组会议的出勤率进行了比较。结果发现,没有强化时每次会议平均有 3 名参加者,有强化时每次会议有 15 名参加者。有证据表明,出勤率与参加其他自助活动有关。结论是,可以找到实际的强化形式来维持处境极为不利的人群参与自助小组。