Cook Jennifer L, Rapp John T, Mann Kathryn R, McHugh Catherine, Burji Carla, Nuta Raluca
1 Monarch House, Oakville, ON, Canada.
2 Auburn University, AL, USA.
Behav Modif. 2017 May;41(3):382-404. doi: 10.1177/0145445516689323. Epub 2017 Jan 27.
Although many teaching techniques for children with autism spectrum disorder (ASD) require the instructor to gain the child's eye contact prior to delivering an instructional demand, the literature contains notably few procedures that reliably produce this outcome. To address this problem, we evaluated the effects of a sequential model for increasing eye contact in children with ASD. The model included the following phases: contingent praise only (for eye contact), contingent edibles plus praise, stimulus prompts plus contingent edibles and praise, contingent video and praise, schedule thinning, and maintenance evaluations for up to 2 years. Results indicated that the procedures increased eye contact for 20 participants (one additional participant did not require consequences). For 16 participants, praise (alone) was not sufficient to support eye contact; however, high levels of eye contact were typically maintained with these participants when therapists used combined schedules of intermittent edibles or video and continuous praise. We discuss some limitations of this model and directions for future research on increasing eye contact for children with ASD.
尽管许多针对自闭症谱系障碍（ASD）儿童的教学技巧要求教师在提出教学要求之前获得儿童的眼神接触，但文献中可靠地产生这种结果的程序却明显很少。为了解决这个问题，我们评估了一种用于增加ASD儿童眼神接触的顺序模型的效果。该模型包括以下阶段：仅给予偶然的表扬（针对眼神接触）、给予偶然的可食用奖励并加上表扬、给予刺激提示并加上偶然的可食用奖励和表扬、给予偶然的视频并加上表扬、逐渐减少安排以及长达两年的维持评估。结果表明，这些程序增加了20名参与者的眼神接触（另有一名参与者不需要给予奖励）。对于16名参与者来说，仅靠表扬不足以维持眼神接触；然而，当治疗师采用间歇性可食用奖励或视频与持续表扬相结合的安排时，这些参与者通常能保持较高水平的眼神接触。我们讨论了该模型的一些局限性以及未来关于增加ASD儿童眼神接触的研究方向。
