Orelena Hawks Puckett Institute, Asheville, NC 28804, USA.
Intellect Dev Disabil. 2010 Aug;48(4):259-70. doi: 10.1352/1934-9556-48.4.259.
Findings from 2 studies of the relationship between response-contingent child behavior and child, caregiver-child, and caregiver behavior not directly associated with child contingency learning are described. The participants were 19 children with significant developmental delays and their mothers in 1 study and 22 children with significant developmental delays and their teachers in the second study. Caregivers engaged the children in learning games characterized by behavior-based contingencies for 15 weeks. Research staff observed the children and their caregivers in everyday routines and activities and rated child and caregiver behavior while the children and caregivers were not playing the games. Results from both studies showed that the degree of response-contingent responding during the games was related to child and caregiver behavior, not the focus of the contingency learning opportunities afforded the children. Implications for practice are described.
描述了两项关于反应依赖型儿童行为与儿童、照顾者-儿童以及与儿童反应依赖学习无关的照顾者行为之间关系的研究结果。第一项研究的参与者是 19 名有显著发育迟缓的儿童及其母亲，第二项研究的参与者是 22 名有显著发育迟缓的儿童及其教师。在 15 周的时间里，照顾者通过基于行为的强化物与儿童进行学习游戏。研究人员观察了儿童及其照顾者的日常活动，并在儿童和照顾者不玩游戏时对儿童和照顾者的行为进行了评分。两项研究的结果均表明，游戏中反应依赖反应的程度与儿童和照顾者的行为有关，而与为儿童提供的强化学习机会的重点无关。描述了对实践的启示。
