将书籍确立为学龄前儿童的条件强化物，作为观察干预的一种功能。
Establishing books as conditioned reinforcers for preschool children as a function of an observational intervention.
机构信息
Program in Teaching as Applied Behavior Analysis, Teachers College, Columbia University, New York, New York 10027, USA.
出版信息
J Appl Behav Anal. 2011 Fall;44(3):421-34. doi: 10.1901/jaba.2011.44-421.
Abstract
We tested the effects of an observational intervention (Greer & Singer-Dudek, 2008) on establishing children's books as conditioned reinforcers using a delayed multiple baseline design. Three preschool students with mild language and developmental delays served as the participants. Prior to the intervention, books did not function as reinforcers for any of the participants. The observational intervention consisted of a situation in which the participant observed a confederate being presented with access to books contingent on correct responses and the participant received nothing for correct responses. After several sessions of this treatment, the previously neutral books acquired reinforcing properties for maintenance and acquisition responses for all three participants.
摘要
我们采用延缓多项基线设计检验了一种观察性干预措施（Greer 和 Singer-Dudek，2008）对将儿童书籍作为条件强化物的效果。三名有轻度语言和发育迟缓的学龄前儿童作为参与者。在干预之前，书籍对任何参与者都没有起到强化物的作用。观察性干预措施包括一种情况，即参与者观察到一个同盟者在做出正确反应时可以获得书籍，而参与者在做出正确反应时则什么也得不到。经过几轮这种治疗后，以前的中性书籍对所有三名参与者的维持和获取反应都具有了强化属性。
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