Cariveau Tom, Kodak Tiffany, Campbell Vincent
University of Oregon.
University of Wisconsin-Milwaukee.
J Appl Behav Anal. 2016 Dec;49(4):809-825. doi: 10.1002/jaba.322. Epub 2016 May 26.
We replicated and extended the study by Koegel, Dunlap, and Dyer (1980) by examining the effects of 3 intertrial-interval (ITI) durations on skill acquisition in 2 children with autism spectrum disorders. Specifically, we compared the effect of short (2 s), progressive (2 s to 20 s), and long (20 s) ITIs on participants' mastery of tacts or intraverbals presented in massed-trial and varied-trial instructional formats. We also measured (a) stereotypic and problem behavior during the ITI, (b) maintenance of skills, and (c) responding to novel adults and settings. Results showed that short ITIs in a varied-trial format produced the most efficient acquisition of skills; however, most ITI durations produced more efficient skill acquisition in a varied format compared to a massed format. The trial format and ITI duration associated with the lowest levels of stereotypic and problem behavior during the ITI and responding during maintenance and novel adult and setting probes differed across participants.
我们重复并扩展了科格尔、邓拉普和戴尔（1980年）的研究，通过考察3种试验间隔（ITI）时长对2名自闭症谱系障碍儿童技能习得的影响。具体而言，我们比较了短（2秒）、渐进式（2秒至20秒）和长（20秒）的ITI对参与者掌握集中式试验和变式试验教学形式中呈现的触觉或内语言的影响。我们还测量了：（a）ITI期间的刻板行为和问题行为；（b）技能的保持；以及（c）对陌生成年人和环境的反应。结果表明，变式试验形式中的短ITI产生了最有效的技能习得；然而，与集中式形式相比，大多数ITI时长在变式形式中产生了更有效的技能习得。与ITI期间最低水平的刻板行为和问题行为以及在保持阶段和陌生成年人及环境探测中的反应相关的试验形式和ITI时长在不同参与者之间存在差异。
