Harding Jay W, Wacker David P, Berg Wendy K, Winborn-Kemmerer Lisa, Lee John F, Ibrahimovic Muska
The University of Iowa.
Educ Treat Children. 2009 Feb 1;32(1):21-36. doi: 10.1353/etc.0.0045.
We evaluated the effects of reinforcing multiple manding topographies during functional communication training (FCT) to decrease problem behavior for three preschool-age children. During Phase 1, a functional analysis identified conditions that maintained problem behavior for each child. During Phase 2, the children's parents taught them to request positive reinforcers (attention or toys) via vocal manding, manual signing, or touching a picture/word card with or without a microswitch recording device. A non-concurrent multiple-baseline design across children was used to evaluate FCT outcomes. Results showed that problem behavior decreased for all three children. Results also indicated that the children initially used multiple manding topographies but displayed a preference for vocal manding over time.
我们评估了在功能性沟通训练（FCT）期间强化多种要求形式对三名学龄前儿童问题行为减少的影响。在第一阶段，功能分析确定了维持每个孩子问题行为的条件。在第二阶段，孩子们的父母教导他们通过口头要求、手势语或触摸带有或不带有微动开关记录设备的图片/单词卡片来请求积极强化物（注意力或玩具）。采用跨儿童的非同期多基线设计来评估FCT的结果。结果显示，所有三名儿童的问题行为都有所减少。结果还表明，孩子们最初使用多种要求形式，但随着时间的推移，他们表现出对口头要求的偏好。
