Loftin Rachel L, Odom Samuel L, Lantz Johanna F
Yale Child Study Center, Yale School of Medicine, New Haven, CT, USA.
J Autism Dev Disord. 2008 Jul;38(6):1124-35. doi: 10.1007/s10803-007-0499-5. Epub 2007 Dec 7.
Students with autism have difficulty initiating social interactions and may exhibit repetitive motor behavior (e.g., body rocking, hand flapping). Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypies. Additionally, self-monitoring strategies can increase the maintenance of skills. A multiple baseline design was used to examine whether multi-component social skills intervention (including peer training, social initiation instruction, and self-monitoring) led to a decrease in repetitive motor behavior. Social initiations for all participants increased when taught to initiate, and social interactions continued when self-monitoring was introduced. Additionally, participants' repetitive motor behavior was reduced. Changes in social behavior and in repetitive motor behavior maintained more than one month after the intervention ended.
患有自闭症的学生在发起社交互动方面存在困难，可能会表现出重复性的运动行为（如身体摇晃、拍手）。通过教授新技能来增加社交互动可能会减少问题行为，如运动刻板行为。此外，自我监测策略可以提高技能的维持水平。采用多基线设计来检验多成分社交技能干预（包括同伴训练、社交发起指导和自我监测）是否会导致重复性运动行为的减少。当教授所有参与者发起社交互动时，社交发起行为增加，并且在引入自我监测后社交互动得以持续。此外，参与者的重复性运动行为减少。干预结束后，社交行为和重复性运动行为的变化持续了一个多月。
