Emory University School of Medicine, Atlanta, GA, USA.
Marcus Autism Center, Atlanta, GA, USA.
Behav Modif. 2019 Mar;43(2):288-306. doi: 10.1177/0145445517751436. Epub 2018 Jan 17.
Discrete trial instruction (DTI) is effective for teaching skills to children with autism spectrum disorder (ASD). Although effective, instructional settings can become aversive resulting in avoidant and escape-related behaviors. Given the significant social impairments associated with ASD, interventions that promote social approach and reduce avoidance are warranted. Rapport building or "pairing" the therapist and teaching setting with highly preferred activities prior to instruction can reduce problematic behaviors during subsequent instruction. However, the path from child-led play to DTI is not well established. Instructional fading may assist in bridging this gap. Four participants with ASD who were beginning an intensive behavioral intervention program were included in the current study. Participants progressed through nine stages of pairing and instructional fading with minimal problem behavior and high percentages of in-seat and close proximity to the therapist. Guidelines for incorporating rapport building strategies prior to intensive teaching with children with ASD are proposed.
离散试验指令（DTI）对于教授自闭症谱系障碍（ASD）儿童技能是有效的。虽然有效，但教学环境可能会变得令人厌恶，从而导致回避和逃避相关的行为。鉴于 ASD 与社交障碍的显著关联，有必要采取促进社交接近和减少回避的干预措施。在教学前，通过建立融洽关系或“配对”治疗师和教学环境与高度偏好的活动，可以减少后续教学期间的问题行为。然而，从儿童主导的游戏到 DTI 的路径尚未得到很好的建立。教学渐隐可能有助于弥合这一差距。本研究纳入了 4 名开始强化行为干预计划的 ASD 儿童。参与者通过 9 个配对和教学渐隐阶段，问题行为最小，在座位上和靠近治疗师的比例很高。提出了在对 ASD 儿童进行强化教学之前采用建立融洽关系策略的指南。
