家庭强化与不良少年课堂行为的矫正。
Home-based reinforcement and the modification of pre-delinquents' classroom behavior.
机构信息
Bureau of Child Research.
出版信息
J Appl Behav Anal. 1970 Fall;3(3):223-33. doi: 10.1901/jaba.1970.3-223.
In Exp. I, five pre-delinquents from Achievement Place attended a special summer school math class where study behavior and rule violations were measured daily for each boy. The boys were required to take a "report card" for the teacher to mark. The teacher simply marked yes or no whether a boy had "studied the whole period" and "obeyed the class rules." All yeses earned privileges in the home that day but a no lost all the privileges. Using a reversal design, it was shown that privileges dispensed remotely could significantly improve classroom performance. In Exp. II and III, home-based reinforcement was also shown to be effective in improving the study behavior of two youths in public school classrooms. In addition, data from Exp. III suggest that the daily feedback and reinforcement may be faded without much loss in study behavior. Home-based reinforcement was demonstrated to be a very effective and practical classroom behavior modification technique.
在实验 I 中，五个来自成就之地的少年犯参加了一个特殊的暑期学校数学课，每天都对每个男孩的学习行为和违反规则的情况进行测量。男孩们被要求拿一份“报告单”给老师打分。老师只需简单地标记是或否，以表示男孩是否“整个时期都在学习”和“遵守课堂规则”。所有的“是”都能在当天获得家中的特权，但一个“否”则失去所有特权。采用反转设计，结果表明，远程发放特权可以显著提高课堂表现。在实验 II 和 III 中，还表明家庭强化对改善公立学校课堂上两名青少年的学习行为也是有效的。此外，实验 III 的数据表明，在不失去学习行为的情况下，每日反馈和强化可以逐渐减少。家庭强化被证明是一种非常有效和实用的课堂行为矫正技术。
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