Silbaugh Bryant C, Falcomata Terry S, Ferguson Raechal H
a Department of Interdisciplinary Learning and Teaching , The University of Texas at San Antonio , San Antonio , TX , USA.
b Department of Special Education , The University of Texas at Austin , Austin , TX , USA.
Dev Neurorehabil. 2018 Apr;21(3):166-177. doi: 10.1080/17518423.2017.1369190. Epub 2017 Sep 28.
Evaluate the effects of a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical mand variability in children with autism.
Using single-subject design methodology, a multiple baseline across behaviors with embedded reversal design was employed. During Lag 0, reinforcement was delivered contingent on any independent instances of manding. During Lag 1 + TD, prompts were faded and reinforcement was delivered contingent on independent or prompted variant mand topographies.
Higher levels of topographical mand variability were observed during Lag 1 + TD for both participants.
A Lag 1 schedule of reinforcement with progressive TD increased variability across functionally equivalent vocal mand topographies for both participants. This finding extends prior literature by providing a novel model for studying reinforced mand variability in children, and by demonstrating how practitioners could use prompts and differential reinforcement to increase topographical mand variability in children with autism.
评估固定间隔1强化程序和渐进性时间延迟（TD）对自闭症儿童言语要求形式多样性的影响。
采用单一被试设计方法，运用跨行为多基线嵌入反转设计。在零间隔期间，依据任何独立的言语要求实例给予强化。在固定间隔1加时间延迟期间，提示逐渐消退，依据独立的或有提示的不同言语要求形式给予强化。
两名参与者在固定间隔1加时间延迟期间均观察到更高水平的言语要求形式多样性。
固定间隔1强化程序与渐进性时间延迟增加了两名参与者在功能等效的言语要求形式上的多样性。这一发现通过提供一个研究儿童强化言语要求多样性的新模型，以及展示从业者如何使用提示和差别强化来增加自闭症儿童言语要求形式的多样性，扩展了先前的文献。
