Rodriguez Nicole M, Levesque Megan A, Cohrs Victoria L, Niemeier Jessica J
University of Nebraska Medical Center's, Munroe-Meyer Institute.
J Appl Behav Anal. 2017 Oct;50(4):717-732. doi: 10.1002/jaba.420. Epub 2017 Sep 26.
We taught three children diagnosed with autism spectrum disorder to request help using an interrupted chain procedure during which we manipulated task materials such that the child was either incapable or capable of independently completing a link of a behavior chain. We initially observed undesirable generalization of requests for help during capable trials when teaching was introduced during incapable trials for two participants and to a lesser extent for the third participant. However, with repeated exposure to differential prompting and reinforcement across incapable and capable trials, differential responding was observed across EO-present and EO-absent trials for all three participants during both teaching sets and one generalization set that was never exposed to teaching procedures. These findings suggest that it is important to consider the antecedent conditions under which the response should occur when teaching children to request help.
我们教导了三名被诊断为自闭症谱系障碍的儿童，使用中断链程序来请求帮助。在此过程中，我们对任务材料进行了操作，使得儿童要么无法独立完成行为链中的一个环节，要么能够独立完成。对于两名参与者，当在无法完成任务的试验中引入教学时，我们最初观察到在能够完成任务的试验中出现了对请求帮助的不良泛化，第三名参与者的这种情况较轻。然而，通过在无法完成任务和能够完成任务的试验中反复接触差异提示和强化，在两个教学阶段以及一个从未接触过教学程序的泛化阶段，所有三名参与者在存在动机操作（EO）和不存在动机操作的试验中都观察到了差异反应。这些发现表明，在教导儿童请求帮助时，考虑反应应发生的先行条件非常重要。
