训练高地位同龄人与重度残疾儿童互动的非计划性效果。
Unprogrammed effects of training high-status peers to interact with severely handicapped children.
作者信息
Sasso G M, Rude H A
出版信息
J Appl Behav Anal. 1987 Spring;20(1):35-44. doi: 10.1901/jaba.1987.20-35.
Abstract
We examined the effects of a peer initiation intervention with high- and low-status nonhandicapped students on the behavior of untrained peers toward handicapped students. In the context of a counterbalanced withdrawal design, high- and low-status nonhandicapped students were taught to direct social initiations to eight severely handicapped students during recess activities. The interactions of the high-status students resulted in higher levels of initiations by untrained peers toward the handicapped students than did the interactions of the low-status students. Social response levels were also differentially affected by the status of the peer initiator.
摘要
我们研究了高地位和低地位的非残疾学生进行同伴发起干预对未受过训练的同伴对待残疾学生行为的影响。在平衡撤因设计的背景下，高地位和低地位的非残疾学生在课间休息活动中被教导向八名重度残疾学生发起社交互动。与低地位学生的互动相比，高地位学生的互动使未受过训练的同伴对残疾学生发起互动的水平更高。社交反应水平也受到同伴发起者地位的不同影响。
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本文引用的文献
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Identification of social skill curriculum targets for severely handicapped children in mainstream preschools.主流幼儿园中重度残疾儿童社交技能课程目标的确定。
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