Radley Keith C, Dart Evan H, Moore James W, Lum John D K, Pasqua Jamie
a Department of Psychology , University of Southern Mississippi , Hattiesburg , Mississippi , USA.
Dev Neurorehabil. 2017 Nov;20(8):538-548. doi: 10.1080/17518423.2017.1323973. Epub 2017 May 24.
The present study utilized lag schedules of reinforcement, in conjunction with training multiple exemplars and provision of prompts, to promote appropriate variability of social skills.
Participants included in three children between the ages of 5 and 7 with ASD. Participants attended a social skills training program twice per week for eight weeks. A multiple probe design across target social skills was used to assess the effects of intervention.
Findings indicate that training multiple exemplars alone did not appreciably increase appropriate and variable responding, whereas the addition of lag schedules of reinforcement and prompting to training multiple exemplars resulted in appropriate and variable responding that exceeded baseline levels.
Use of lag schedule of reinforcement in conjunction with prompts was more effective than multiple exemplar training in isolation for increasing appropriate variability of social skills.
本研究采用强化延迟程序，结合多个范例的训练和提示的提供，以促进社交技能的适当变异性。
参与者包括三名年龄在5至7岁之间的自闭症谱系障碍儿童。参与者每周参加两次社交技能训练项目，为期八周。采用跨目标社交技能的多重探测设计来评估干预效果。
研究结果表明，仅训练多个范例并不能显著增加适当且可变的反应，而在训练多个范例时加入强化延迟程序和提示则会产生超过基线水平的适当且可变的反应。
强化延迟程序与提示相结合的使用，在增加社交技能的适当变异性方面比单独的多个范例训练更有效。
