Stauch Tiffany A, Plavnick Joshua B, Sankar Sudha, Gallagher Annie C
Michigan State University.
J Appl Behav Anal. 2018 Jul;51(3):647-666. doi: 10.1002/jaba.473. Epub 2018 May 17.
Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video-based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person. Typically developing peers supported VGI implementation as social partners for participants. A multiple probe design across behaviors demonstrated the effectiveness of VGI for teaching social perception skills. Four of five participants acquired and maintained the targeted social perception skills, and we observed some transfer to a nontreatment setting. Results of this study suggest VGI may support the acquisition of social perception among adolescents with ASD or ID.
很少有干预措施致力于向患有自闭症谱系障碍（ASD）和智力障碍（ID）的青少年教授社交技能，而这些技能在与同龄人互动时会持续用到（卡特等人，2014年）。本研究评估了基于视频的小组教学（VGI）对一所公立学校中五名患有ASD或ID的青少年获得社会认知技能的影响。社会认知包括观察他人的情感行为、区分相关的环境刺激，以及对他人的情感行为进行差别强化。发育正常的同龄人作为参与者的社交伙伴支持VGI的实施。跨行为的多重探测设计证明了VGI在教授社会认知技能方面的有效性。五名参与者中有四名获得并保持了目标社会认知技能，并且我们观察到了向非治疗环境的一些技能迁移。本研究结果表明，VGI可能有助于患有ASD或ID的青少年获得社会认知。
