Argott Paul J, Townsend Dawn Buffington, Poulson Claire L
Psychology Department, University of North Florida, Building 51, 1 UNF Drive, Jacksonville, FL 32224 USA.
Queens College and the Graduate Center, City University of New York, 65-30 Kissena Blvd, Flushing, NY 11367 USA.
Behav Anal Pract. 2017 Jan 13;10(2):107-117. doi: 10.1007/s40617-016-0171-7. eCollection 2017 Jun.
Empathy can be defined as a social interaction skill that consists of four components: (1) a statement voiced in the (2) appropriate intonation, accompanied by a (3) facial expression and (4) gesture that correspond to the affect of another individual. A multiple-baseline across response categories experimental design was used to evaluate the effectiveness of a prompt sequence (video modeling, in vivo modeling, manual and verbal prompting) and reinforcement to increase the frequency of complex empathetic responding by four children with autism. The number of complex empathetic responses increased systematically with the successive introduction of the treatment package. Additionally, generalization was demonstrated to untaught stimuli and a novel adult. Responding maintained over time to varying degrees for all participants. The data illustrate that children with autism can be taught using modeling, prompting, and reinforcement to discriminate between categories of affective stimuli and differentially respond with complex empathetic responses.
同理心可以被定义为一种社会互动技能，它由四个部分组成：（1）用（2）恰当的语调说出的一句话，伴有与另一个人的情感相对应的（3）面部表情和（4）手势。采用跨反应类别多基线实验设计，评估一种提示序列（视频示范、现场示范、手动和言语提示）和强化措施对提高四名自闭症儿童复杂同理心反应频率的有效性。随着治疗方案的相继引入，复杂同理心反应的数量系统性增加。此外，还证明了对未教授的刺激和陌生成年人的泛化。所有参与者的反应随时间不同程度地保持下来。数据表明，自闭症儿童可以通过示范、提示和强化来学习区分情感刺激类别，并以复杂的同理心反应做出不同反应。
