Cale Sanja I, Carr Edward G, Blakeley-Smith Audrey, Owen-DeSchryver Jamie S
State University of New York at Old Westbury, USA.
Behav Modif. 2009 Nov;33(6):707-42. doi: 10.1177/0145445509340775.
The present study used a context-based model of assessment and intervention to explore whether interventions that modify context result in reduction of problem behavior in ecologically valid settings (i.e., typical routines implemented by typical education personnel in neighborhood schools). The Contextual Assessment Inventory (CAI) and a postassessment interview were administered to parents and teachers of eight children with Autism Spectrum Disorder to identify problem contexts. Then, environmental modification techniques were implemented in three priority contexts: namely, transitions, termination of preferred activities, and presence of a feared stimulus. Our results demonstrated an almost complete elimination of problem behavior in the priority contexts as well as successful completion of activities and routines related to those contexts. We discuss the value of conceptualizing problem behavior as a function of context with respect to facilitating both assessment and intervention, and the need for enhancing breadth of effects to determine the larger impact of a context-based approach on promoting meaningful behavior change in the community.
本研究采用基于情境的评估与干预模型，以探究改变情境的干预措施是否能在生态有效环境（即社区学校中由普通教育人员实施的日常常规）中减少问题行为。对八名自闭症谱系障碍儿童的家长和教师进行了情境评估量表（CAI）和评估后访谈，以确定问题情境。然后，在三个优先情境中实施了环境改造技术：即过渡、偏好活动的终止以及恐惧刺激的出现。我们的结果表明，优先情境中的问题行为几乎完全消除，与这些情境相关的活动和常规也成功完成。我们讨论了将问题行为概念化为情境函数对于促进评估和干预的价值，以及扩大影响范围以确定基于情境的方法对促进社区中有意义行为改变的更大影响的必要性。
