Rapp John T, Cook Jennifer L, Nuta Raluca, Balagot Carissa, Crouchman Kayla, Jenkins Claire, Karim Sidrah, Watters-Wybrow Chelsea
1 Auburn University, Auburn, AL, USA.
2 Monarch House, Oakville, ON, Canada.
Behav Modif. 2019 May;43(3):389-412. doi: 10.1177/0145445518758595. Epub 2018 Feb 19.
Cook et al. recently described a progressive model for teaching children with autism spectrum disorder (ASD) to provide eye contact with an instructor following a name call. The model included the following phases: contingent praise only, contingent edibles plus praise, stimulus prompts plus contingent edibles and praise, contingent video and praise, schedule thinning, generalization assessments, and maintenance evaluations. In the present study, we evaluated the extent to which modifications to the model were needed to train 15 children with ASD to engage in eye contact. Results show that 11 of 15 participants acquired eye contact with the progressive model; however, eight participants required one or more procedural modifications to the model to acquire eye contact. In addition, the four participants who did not acquire eye contact received one or more modifications. Results also show that participants who acquired eye contact with or without modifications continued to display high levels of the behavior during follow-up probes. We discuss directions for future research with and limitations of this progressive model.
库克等人最近描述了一种渐进式模型，用于教导患有自闭症谱系障碍（ASD）的儿童在被点名后与指导者进行眼神接触。该模型包括以下阶段：仅给予偶然赞扬、给予偶然食物奖励并赞扬、给予刺激提示并给予偶然食物奖励和赞扬、给予偶然视频并赞扬、逐渐减少安排、进行泛化评估以及进行维持评估。在本研究中，我们评估了对该模型进行何种程度的修改才能训练15名患有ASD的儿童进行眼神接触。结果显示，15名参与者中有11名通过渐进式模型获得了眼神接触；然而，8名参与者需要对该模型进行一项或多项程序修改才能获得眼神接触。此外，未获得眼神接触的4名参与者也接受了一项或多项修改。结果还表明，无论是否经过修改而获得眼神接触的参与者在后续探测中仍持续表现出高水平的该行为。我们讨论了该渐进式模型的未来研究方向及其局限性。
