补救性学前教育中灭绝程序的副作用。
Side effects of extinction procedures in a remedial preschool.
机构信息
University of Mississippi Medical Center.
出版信息
J Appl Behav Anal. 1972 Summer;5(2):163-75. doi: 10.1901/jaba.1972.5-163.
Several studies have shown that behavior modification procedures aimed at a single behavior may have effects on other, nonmanipulated behaviors. A young retarded boy engaged in excessive conversation with his preschool teacher. The teacher then began to ignore his initiated conversation during free-play periods, and it decreased. In addition, (1) social behavior relative to children increased, and (2) use of girls' toys decreased during free play. Also, (3) appropriate behavior at group academics declined, while (4) disruptions rose. In a second study, the teacher alternated conditions of praise and ignoring for talking with children. Talking with children varied accordingly. In addition, use of girls' toys and group academics disruptions rose during the ignoring condition. Appropriate behaviors dropped. Lastly, a timeout procedure was used to eliminate the undesirable side effects of disruptions and of use of girls' toys. Apparently, a response class may have member behaviors that covary directly and/or inversely. Some covariations may be socially desirable, others undesirable. The appearance of undesirable "side effects" can be controlled using behavior modification techniques.
已有多项研究表明，旨在改变单一行为的行为修正程序可能会对其他未经干预的行为产生影响。一名患有智力障碍的年轻男孩在与他的学前教师交谈时过于频繁。于是，教师开始在自由游戏时间忽略他主动发起的对话，而这种对话的次数减少了。此外，（1）相对于其他孩子的社交行为增加了，（2）在自由游戏期间使用女孩玩具的行为减少了。此外，（3）小组学术活动中的适当行为下降，（4）干扰行为上升。在第二项研究中，教师交替使用表扬和忽视孩子说话的条件。孩子的说话行为相应地发生了变化。此外，在忽视条件下，使用女孩玩具和小组学术干扰行为增加，而适当行为减少。最后，使用超时程序消除了干扰和使用女孩玩具的不良副作用。显然，一个反应类可能有直接和/或反向变化的成员行为。一些变化可能是社会所期望的，另一些则不然。可以使用行为修正技术来控制不良“副作用”的出现。
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