课堂环境中的抗干扰能力。
Resistance to disruption in a classroom setting.
机构信息
New England Center for Children, Southborough, Massachusetts 01772, USA.
出版信息
J Appl Behav Anal. 2011 Summer;44(2):363-7. doi: 10.1901/jaba.2011.44-363.
Abstract
Substantial experimental evidence indicates that behavior reinforced on a denser schedule is more resistant to disruption than is behavior reinforced on a thinner schedule. The present experiment studied resistance to disruption in a natural educational environment. Responding during familiar activities was reinforced on a multiple variable-interval (VI) 7-s VI 30-s schedule for 6 participants with developmental disabilities. Resistance to disruption was measured by presenting a distracting item. Response rates in the disruption components were compared to within-session response rates in prior baseline components. Results were consistent with the predictions of behavioral momentum theory for 5 of 6 participants.
摘要
大量实验证据表明，在更密集的时间表上得到强化的行为比在更稀疏的时间表上得到强化的行为更能抵抗破坏。本实验在自然教育环境中研究了对破坏的抵抗力。在 6 名发育障碍参与者熟悉的活动中，对多次可变间隔（VI）7-s VI 30-s 时间表上的反应进行了强化。通过呈现分心项目来测量对破坏的抵抗力。破坏组件中的反应率与之前基准组件中的会话内反应率进行了比较。对于 6 名参与者中的 5 名，结果与行为动量理论的预测一致。
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