Lerman Dorothea C, Hawkins Lynn, Hillman Conrad, Shireman Molly, Nissen Melissa A
University Of Houston, Clear Lake.
J Appl Behav Anal. 2015 Summer;48(2):233-56. doi: 10.1002/jaba.196. Epub 2015 Apr 14.
Adults with autism spectrum disorder (ASD), who were interested in working as behavior technicians for young children with autism, participated in 2 experiments. Participants included 5 adults with Asperger syndrome or pervasive developmental disorder not otherwise specified, 19 to 23 years old, and 11 children with autism, 3 to 7 years old. In Experiment 1, training of the adults focused on the implementation of mand training via incidental teaching. Experiment 2 focused on teaching participants to use discrete-trial training (DTT) with children who exhibited problem behavior. Both experiments showed that behavioral skills training was effective for teaching the adult participants the behavioral procedures needed to teach children with autism. In addition, the children acquired skills as a result of training. Results of Experiment 2 further demonstrated that the DTT skills generalized across untrained targets and children. Social validity ratings suggested that some participants' teaching was indistinguishable from that of individuals without ASD.
对担任自闭症幼儿行为治疗师感兴趣的自闭症谱系障碍（ASD）成人参与了两项实验。参与者包括5名年龄在19至23岁之间、患有阿斯伯格综合征或未另行指定的广泛性发育障碍的成人，以及11名年龄在3至7岁之间的自闭症儿童。在实验1中，对成人的培训重点是通过附带教学实施指令性训练。实验2则侧重于教导参与者对表现出问题行为的儿童使用离散试误训练（DTT）。两项实验均表明，行为技能训练对于教会成年参与者教导自闭症儿童所需的行为程序是有效的。此外，儿童通过训练获得了技能。实验2的结果进一步证明，DTT技能可推广到未经训练的目标和儿童身上。社会效度评级表明，一些参与者的教学与没有ASD的个体的教学难以区分。
