The Pennsylvania State University.
J Appl Behav Anal. 1973 Winter;6(4):643-54. doi: 10.1901/jaba.1973.6-643.
The effect of contingent nonverbal teacher approval on student attentive behavior was examined in a classroom with 12 retarded children. After baseline data were gathered on contingent verbal and nonverbal teacher approval and student attentive behavior, the teacher was instructed to increase her use of contingent nonverbal approval (smiles and physical contact) and to maintain her baseline level of verbal approval. After a reversal phase, the nonverbal approval phase was reinstated. Nonverbal teacher behaviors increased during the experimental phases, whereas verbal teacher approval (alone or in conjunction with nonverbal behaviors) did not increase. Attentive behavior increased for 11 of 12 students during the phases in which contingent nonverbal teacher approval increased. Correlational data suggested that nonverbal teacher approval accounted for behavior change of the students to a greater extent than did changes in the amount of teacher approval per se or in the teacher's use of verbal approval.
在一个有 12 名智障儿童的教室里，考察了偶然的非言语教师认可对学生注意行为的影响。在收集了关于偶然的言语和非言语教师认可与学生注意行为的基线数据之后，教师被指示增加她偶然的非言语认可（微笑和身体接触），并保持她的言语认可的基线水平。在反转阶段之后，重新实施非言语认可阶段。在实验阶段，非言语教师行为增加，而教师的言语认可（单独或与非言语行为一起）并没有增加。在偶然的非言语教师认可增加的阶段，12 名学生中有 11 名的注意行为增加。相关数据表明，非言语教师认可比教师认可本身的变化或教师使用言语认可更能解释学生行为的变化。
