Haq Shaji S, Kodak Tiffany, Kurtz-Nelson Evangeline, Porritt Marilynn, Rush Kristin, Cariveau Tom
University of Oregon.
University of Wisconsin-Milwaukee.
J Appl Behav Anal. 2015 Summer;48(2):454-9. doi: 10.1002/jaba.213. Epub 2015 May 11.
We replicated and extended the findings of Haq and Kodak (2015) by evaluating the efficiency of massed and distributed practice for teaching tacts and textual and intraverbal behavior to 3 children with autism. Massed practice included all practice opportunities conducted on 1 day during each week, and distributed practice included practice opportunities conducted across several days during the week. The results indicated that distributed practice was more efficient for all participants. Suggested areas for future research and implications for practice are discussed.
我们通过评估集中练习和分散练习对3名自闭症儿童进行触觉、文本和对话行为教学的效率，重复并扩展了哈克和柯达克（2015年）的研究结果。集中练习包括每周一天内进行的所有练习机会，分散练习包括一周内分几天进行的练习机会。结果表明，分散练习对所有参与者来说效率更高。文中讨论了未来研究的建议领域及对实践的启示。
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