Nikopoulos Christos K, Keenan Mickey
School of Health Sciences and Social Care, Brunel University, Uxbridge, Middlesex, UB8 3PH, England.
J Autism Dev Disord. 2007 Apr;37(4):678-93. doi: 10.1007/s10803-006-0195-x.
This study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple sequence of activities. Then, each child's behavior was assessed in the same room. Results showed that this video modeling procedure enhanced the social initiation skills of all children. It also facilitated reciprocal play engagement and imitative responding of a sequence of behaviors, in which social initiation was not included. These behavior changes generalized across peers and maintained after a 1- and 2-month follow-up period.
这项由两个实验组成的研究旨在向自闭症儿童教授复杂的社交序列。通过使用系统内设计方法收集数据来实现实验控制。在多个条件下，孩子们被带到一个房间观看四个人进行简单活动序列的四个短视频之一。然后，在同一个房间评估每个孩子的行为。结果表明，这种视频示范程序提高了所有孩子的社交发起技能。它还促进了相互游戏参与和一系列行为的模仿反应，其中不包括社交发起。这些行为变化在同伴中普遍存在，并在1个月和2个月的随访期后保持。
