Winborn-Kemmerer Lisa, Wacker David P, Harding Jay, Boelter Eric, Berg Wendy, Lee John
The University of Iowa.
Educ Treat Children. 2010 Feb 1;33(1):49-64. doi: 10.1353/etc.0.0086.
We conducted a three-phase study to evaluate the use of mands and the occurrence of problem behavior for 2 children with developmental disabilities. During Phase 1, a functional analysis identified the variables maintaining problem behavior. During Phase 2, functional communication training was implemented within a concurrent schedules design. The children were reinforced for using either a novel mand (communication card) or other existing mands (vocal speech, manual signs) that were not specifically trained but were observed to be part of the children's existing repertoire. We then conducted an assessment of mands and problem behavior across different stimulus conditions (card absent, card present) within an ABAB design (Phase 3). Results showed that during Phase 2, problem behavior decreased and participants used the card more frequently than they used other existing mands. Phase 3 showed that problem behavior remained low across both stimulus conditions. When the card was absent, the children used other existing mands; when the card was present, they primarily used the card. These results suggested that the presence of a communication card may function as a discriminative stimulus for a specific topography of manding, but that training with the card did not inhibit the use of other mands when the card was absent.
我们开展了一项三阶段研究，以评估2名发育障碍儿童对指令的使用情况及问题行为的发生情况。在第一阶段，进行了功能分析以确定维持问题行为的变量。在第二阶段，在并发日程安排设计中实施了功能沟通训练。儿童因使用新的指令（沟通卡片）或其他现有的指令（语音、手势）而得到强化，这些现有指令虽未经过专门训练，但被观察到是儿童现有技能的一部分。然后，我们在ABAB设计（第三阶段）中，对不同刺激条件（无卡片、有卡片）下的指令和问题行为进行了评估。结果显示，在第二阶段，问题行为减少，且参与者使用卡片的频率高于使用其他现有指令的频率。第三阶段表明，在两种刺激条件下问题行为都保持在低水平。当无卡片时，儿童使用其他现有指令；当有卡片时，他们主要使用卡片。这些结果表明，沟通卡片的存在可能作为一种辨别性刺激，促进特定形式的指令发出，但使用卡片进行训练并未在无卡片时抑制其他指令的使用。
