The University of Iowa, USA.
J Appl Behav Anal. 2009 Summer;42(2):343-8. doi: 10.1901/jaba.2009.42-343.
The choice-making behavior of 2 typically developing children who engaged in problem behavior maintained by negative reinforcement was evaluated within a concurrent-operants assessment that varied the quality of attention across free-play and demand conditions. The results demonstrated that it was possible to bias responding towards academic demands for both participants by providing high-quality attention, despite the continuous availability of negative reinforcement. The current study extended brief clinical methods with typically developing children and demonstrated how different qualities of attention provided across concurrent schedules could bias responding.
在一项同时性操作评估中，评估了 2 名表现出问题行为且行为受负强化维持的典型发展儿童的决策行为，该评估在自由游戏和要求条件下改变了注意力的质量。结果表明，尽管负面强化持续存在，但通过提供高质量的注意力，有可能使两名参与者的反应偏向于学术要求。本研究扩展了针对典型发展儿童的简短临床方法，并展示了在同时性时间表中提供的不同注意力质量如何影响反应。
