Louisiana State University, USA.
J Appl Behav Anal. 2009 Summer;42(2):485-90. doi: 10.1901/jaba.2009.42-485.
The procedures described by Sloman et al. (2005) were extended to an analysis of teachers' responses to problem behavior after they had been taught to withhold potential sources of positive and negative reinforcement following instances of problem behavior. Results were consistent with those reported previously, suggesting that escape from child problem behavior may shape and maintain adult behavior that is potentially countertherapeutic.
斯洛曼等人（2005 年）所描述的程序被扩展到对教师在被教导在问题行为发生后抑制潜在的正强化和负强化源后的问题行为反应的分析。结果与之前报告的结果一致，表明儿童问题行为的逃避可能塑造和维持潜在的治疗性成人行为。
