Dixon Mark R, Blevins Anne, Belisle Jordan, Bethel Bambie
1Rehabilitation Institute, Southern Illinois University, Carbondale, IL 62901 USA.
Collinsville School District, Collinsville, IL USA.
Behav Anal Pract. 2018 May 7;12(1):194-198. doi: 10.1007/s40617-018-0250-z. eCollection 2019 Mar.
The present study evaluated the efficacy of a discrete-trial-training procedure to bring extended verbal behavior under the convergent control of audience and contextual variables during a show-and-tell activity. Three children with autism were exposed initially to a baseline condition in which they were presented with a preferred item and asked to tell the class about it. Following low rates of responding, a differential reinforcement procedure was implemented that reinforced extending the verbal utterance word length beyond baseline levels allowing for an appropriate display of "show-and-tell" behavior. The results show that the procedures were efficacious in application with three children with autism, providing a method that can be conducted in classroom settings to teach a complex form of verbal operant behavior.
本研究评估了一种离散式训练程序的效果，该程序旨在让扩展言语行为在“展示与讲述”活动中受听众和情境变量的共同控制。三名自闭症儿童最初被置于基线条件下，即给他们一个喜欢的物品，并要求他们向全班同学讲述该物品。在反应率较低之后，实施了一种差别强化程序，该程序强化将言语表达的单词长度延长至超出基线水平，以适当展示“展示与讲述”行为。结果表明，该程序对三名自闭症儿童有效，提供了一种可在课堂环境中实施的方法，用于教授一种复杂形式的言语操作性行为。
