Nottingham Casey L, Vladescu Jason C, Kodak Tiffany, Kisamore April N
Caldwell University.
University of Wisconsin Milwaukee.
J Appl Behav Anal. 2017 Jul;50(3):653-661. doi: 10.1002/jaba.396. Epub 2017 May 17.
The current study examined the outcome of presenting multiple secondary targets in learning trials for individuals with autism spectrum disorder. We compared conditions in which (a) a secondary target was presented in the antecedent and consequence of trials, (b) two secondary targets were presented in the consequence of trials, (c) one secondary target was presented in the consequence of each trial, and (d) no additional targets were presented trials. The participants acquired the majority of secondary targets. Presenting one or multiple secondary targets per trial, regardless of the location of these secondary targets, increased the efficiency of instruction in comparison to a condition with no secondary target.
当前的研究考察了在学习试验中为自闭症谱系障碍个体呈现多个次要目标的结果。我们比较了以下几种情况：(a) 在试验的前因和后果中呈现一个次要目标；(b) 在试验的后果中呈现两个次要目标；(c) 在每次试验的后果中呈现一个次要目标；以及(d) 在试验中不呈现额外目标。参与者掌握了大部分次要目标。与不呈现次要目标的情况相比，每次试验呈现一个或多个次要目标，无论这些次要目标的位置如何，都提高了教学效率。
