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An implicit technology of generalization.一种隐含的泛化技术。
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Effects of peer social initiations on the behavior of withdrawn preschool children.同伴社会引发对退缩型学龄前儿童行为的影响。
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Considerations in the choice of interobserver reliability estimates.观察者间可靠性评估选择的考虑因素。
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Peer-mediated approaches to promoting children's social interaction: a review.同伴介导促进儿童社交互动的方法：一项综述。
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Increasing handicapped preschoolers' peer social interactions: cross-setting and component analysis.增加残疾学龄前儿童的同伴社交互动：跨环境与构成要素分析
J Appl Behav Anal. 1985 Spring;18(1):3-16. doi: 10.1901/jaba.1985.18-3.
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An experimental analysis of peer social initiations on the behavior of withdrawn preschool children: some training and generalization effects.对退缩型学龄前儿童行为中同伴社交发起行为的实验分析：一些训练及泛化效果
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同伴干预对残疾和非残疾学龄前儿童之间交流互动的影响。

Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers.

作者信息

Goldstein H, Wickstrom S

出版信息

J Appl Behav Anal. 1986 Summer;19(2):209-14. doi: 10.1901/jaba.1986.19-209.

DOI:10.1901/jaba.1986.19-209
PMID:2426239
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1308060/
Abstract

A peer-mediated intervention designed to promote communicative interaction on the part of three language-delayed children was evaluated. Two nonhandicapped preschoolers were taught strategies thought to facilitate interaction and were prompted to use these strategies during free play with three handicapped classmates. The intervention resulted in higher rates of interaction for each of the handicapped children that persisted above baseline levels after teacher prompting was withdrawn.

摘要

对一项旨在促进三名语言发育迟缓儿童进行交流互动的同伴介导干预措施进行了评估。两名非残疾学龄前儿童学习了被认为有助于互动的策略，并在与三名残疾同学自由玩耍时被鼓励使用这些策略。干预措施使每名残疾儿童的互动率提高，在教师停止提示后，互动率仍高于基线水平。