The Ohio State University, USA.
J Appl Behav Anal. 2012 Summer;45(2):299-313. doi: 10.1901/jaba.2012.45-299.
The purpose of this study was to examine variables that affect self-control in the context of academic task completion by elementary school children with autism. In the baseline assessment of Study 1, mathematics problem completion was shown to be an aversive event, and sensitivity to task magnitude, task difficulty, and delay to task completion were measured. The effects of manipulating values of those parameters on self-control then were assessed. For all participants, self-control increased as a function of one or more changes in task parameter values. In study 2, the effects of a commitment response on self-control was assessed. Results indicated that for all participants, levels of self-control were higher when the opportunity to commit to the immediate aversive event was available.
本研究旨在考察影响自闭症儿童完成学业任务的自我控制的变量。在研究 1 的基线评估中，数学问题的完成被证明是一个令人不快的事件，并测量了对任务大小、任务难度和完成任务的延迟的敏感性。然后评估了操纵这些参数值对自我控制的影响。对于所有参与者，自我控制随着任务参数值的一个或多个变化而增加。在研究 2 中，评估了承诺反应对自我控制的影响。结果表明，对于所有参与者，当有机会承诺立即面对不愉快的事件时，自我控制水平更高。
