Coe D, Matson J, Fee V, Manikam R, Linarello C
Louisiana State University.
J Autism Dev Disord. 1990 Jun;20(2):177-87. doi: 10.1007/BF02284717.
Two mentally retarded boys with autism and one mentally retarded girl with Down syndrome were taught to initiate and play a ball game with an adult confederate. The program targeted both nonverbal responses related to the actual execution of the ball game as well as verbal responses for play initiation and providing compliments for the confederate's behavior. Training sessions provided ample practice in all aspects of the game from initiation to termination through use of brief play cycles. Instruction was provided using a combination of physical and verbal prompts as well as reinforcement and time-out. All three children learned the game and by the study's completion executed multiple play cycles each session. The implications of combining play and social skills training in programming for developmentally handicapped children are discussed.
两名患有自闭症的智障男孩和一名患有唐氏综合征的智障女孩被教导如何发起并与一名成年同伴玩球类游戏。该项目既针对与实际进行球类游戏相关的非语言反应，也针对游戏发起的语言反应以及对同伴行为给予赞扬。训练课程通过使用简短的游戏周期，在从游戏开始到结束的各个方面提供了充足的练习。通过身体和语言提示、强化和暂停的组合来提供指导。所有三个孩子都学会了这个游戏，到研究结束时，每个孩子每次训练都能完成多个游戏周期。本文讨论了将游戏与社交技能训练相结合对发育障碍儿童进行干预的意义。
