Oke N J, Schreibman L
Department of Psychology, University of California, San Diego, La Jolla 92093.
J Autism Dev Disord. 1990 Dec;20(4):479-97. doi: 10.1007/BF02216054.
The present case study used a multiple treatment design to assess the effects of two interventions--peer social initiations and target child initiations--on the social and disruptive behavior of a high-functioning autistic child. Intervention included initiation training and videotaped feedback highlighting successful and unsuccessful initiations. During Interventions 1 and 2, nonhandicapped peers were trained to initiate social interaction with the autistic child, resulting in an increase in social interaction which dramatically decreased in a reversal phase. Social interaction quickly increased again in Intervention 3 when the autistic child was trained to initiate interaction using the same procedures. During Interventions 1 and 2 no decrease in the autistic child's disruptive behaviors was observed; however during Intervention 3 these behaviors decreased to a low rate. Social validation, generalization, and maintenance of these behavior changes are discussed.
本案例研究采用多重治疗设计，以评估两种干预措施——同伴社交发起和目标儿童发起——对一名高功能自闭症儿童社交及破坏性行为的影响。干预措施包括发起训练以及突出成功和不成功发起行为的录像反馈。在干预1和干预2期间，对非残疾同伴进行训练，使其发起与自闭症儿童的社交互动，社交互动增加，而在反转阶段显著减少。在干预3中，当自闭症儿童接受使用相同程序发起互动的训练时，社交互动再次迅速增加。在干预1和干预2期间，未观察到自闭症儿童破坏性行为的减少；然而，在干预3期间，这些行为减少到了较低水平。文中还讨论了这些行为变化的社会验证、泛化和维持情况。
