Western New England University, USA.
J Appl Behav Anal. 2012 Winter;45(4):685-707. doi: 10.1901/jaba.2012.45-685.
We assessed teacher-child relations with respect to children's name calls, instructions, and compliance in a preschool classroom. The most frequent consequence to a child's name being called was the provision of instructions. We also observed a higher probability of compliance when children attended to a name call. Next, we evaluated the effects of teaching preschoolers to attend to their names and a group call on their compliance with typical instructions. We used a multiple baseline design across subjects and a control-group design to evaluate whether gains in compliance were a function of treatment or routine experience in preschool. Results showed that compliance increased as a function of teaching precursors for all children in the experimental group, and the effects on compliance were maintained despite a reduction of the occurrence of precursors. Moreover, it appeared that precursor teaching, not routine preschool experience, was responsible for the changes in compliance.
我们评估了幼儿园教室内儿童名字被叫、指令和遵守情况的师生关系。孩子的名字被叫到的最常见后果是提供指令。当孩子们注意到一个名字时，我们也观察到更高的服从概率。接下来，我们评估了教学龄前儿童注意自己的名字和小组电话对他们遵守典型指令的影响。我们使用跨主题的多个基线设计和对照组设计来评估对遵守的提高是否是治疗或幼儿园常规经验的函数。结果表明，随着实验组中所有儿童对前体教学的掌握，遵守情况有所提高，尽管前体出现的频率有所降低，但对遵守的影响仍然存在。此外，似乎是前体教学，而不是常规的幼儿园经验，导致了遵守情况的变化。
