Bord Stacey, Sidener Tina M, Reeve Kenneth F, Sidener David W
Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ 07006 USA.
Garden Academy, West Orange, NJ USA.
Behav Anal Pract. 2016 Oct 12;10(2):178-182. doi: 10.1007/s40617-016-0150-z. eCollection 2017 Jun.
The present study used a multi-component intervention package to teach on-task rollerblading and ice-skating to a boy with autism. Intervention consisted of response prompts, stimulus prompts, multiple-exemplar training, and a conditioned reinforcement system. The participant learned to remain on-task while rollerblading in a circular route marked by cones for up to 26 min. Both stimulus and response generalization of skating were demonstrated in a variety of non-training settings, including ice-skating at a rink.
本研究采用多成分干预方案，对一名患有自闭症的男孩进行任务导向轮滑和滑冰训练。干预措施包括反应提示、刺激提示、多范例训练和条件强化系统。参与者学会在由锥体标记的圆形路线上轮滑时保持专注，最长可达26分钟。在包括溜冰场滑冰在内的各种非训练环境中，均展示了滑冰技能在刺激和反应方面的泛化。
