差异增强无提示反应对自闭症儿童技能习得的影响。
The effects of differential reinforcement of unprompted responding on the skill acquisition of children with autism.
机构信息
Western Michigan University, USA.
出版信息
J Appl Behav Anal. 2009 Summer;42(2):327-34. doi: 10.1901/jaba.2009.42-327.
Abstract
The recommendation to reserve the most potent reinforcers for unprompted responses during acquisition programming has little published empirical support for its purported benefits (e.g., rapid acquisition, decreased errors, and decreased prompt dependence). The purpose of the current investigation was to compare the delivery of high-quality reinforcers exclusively following unprompted responses (differential reinforcement) with the delivery of high-quality reinforcers following both prompted and unprompted responses (nondifferential reinforcement) on the skill acquisition of 2 children with autism. Results indicated that both were effective teaching procedures, although the differential reinforcement procedure was more reliable in producing skill acquisition. These preliminary findings suggest that the differential reinforcement of unprompted responses may be the most appropriate default approach to teaching children with autism.
摘要
将最有效的强化物保留给获得性编程中的非提示反应的建议，对于其所谓的益处（例如，快速获得、减少错误和减少提示依赖）几乎没有发表的经验支持。本研究的目的是比较仅在非提示反应（差别强化）后提供高质量强化物与在提示和非提示反应后提供高质量强化物（非差别强化）对 2 名自闭症儿童技能习得的影响。结果表明，两种方法都是有效的教学程序，尽管差别强化程序在产生技能习得方面更可靠。这些初步发现表明，对非提示反应的差别强化可能是最适合教授自闭症儿童的默认方法。
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