Breen C G, Haring T G
University of California, Santa Barbara.
J Appl Behav Anal. 1991 Summer;24(2):337-47. doi: 10.1901/jaba.1991.24-337.
The frequency of social initiations and satisfaction with interactions in three dyads, each consisting of 1 student with disabilities and 1 nondisabled peer, were assessed under two alternating conditions: Condition 1 assessed the interactions around a set of four trained computer games, and Condition 2 assessed interactions when students were playing a set of four untrained computer games. Training was conducted with a multiple baseline design across participants and was followed by social interaction probes using an alternating treatments design. The results indicated greater frequencies of social initiation by 5 of 6 participants, higher degrees of game satisfaction by all participants, and equal or higher degrees of peer satisfaction by 5 of 6 participants when playing trained games in comparison to untrained games.
在两种交替条件下，对三个二元组（每个二元组由1名残疾学生和1名非残疾同伴组成）的社交发起频率和互动满意度进行了评估：条件1评估围绕一组四款经过训练的电脑游戏进行的互动，条件2评估学生玩一组四款未经训练的电脑游戏时的互动。采用跨参与者的多基线设计进行训练，随后使用交替治疗设计进行社交互动探测。结果表明，与未训练的游戏相比，6名参与者中有5名在玩训练过的游戏时社交发起频率更高，所有参与者对游戏的满意度更高，6名参与者中有5名对同伴的满意度相同或更高。
