Department of Educational Psychology, Texas A&M University, College Station, Texas 77843, USA.
J Appl Behav Anal. 2011 Spring;44(1):187-92. doi: 10.1901/jaba.2011.44-187.
The current study examined the effects of motivating operations on problem behavior and academic engagement for 2 students with autism. Classroom sessions were preceded by periods in which the participants had access or no access to the items functionally related to their problem behavior. Results suggested that presession access may result in lower levels of problem behavior and higher levels of academic engagement during classroom instruction.
本研究考察了动机操作对 2 名自闭症学生问题行为和学业参与的影响。在参与者获得或无法获得与其问题行为功能相关的物品的时间段之前，进行了课堂会议。结果表明，课前获得可能会导致课堂教学期间问题行为水平降低和学业参与度提高。
