Clarke Shelley, Duda Michelle A
1University of South Florida, Tampa, USA.
Implementation Scientists, LLC, Tampa, USA.
Behav Anal Pract. 2018 May 25;12(1):204-208. doi: 10.1007/s40617-018-0253-9. eCollection 2019 Mar.
During adolescence, peer behavior is a strong stimulus that influences how students initiate and respond to their physical and social environment. Yet, the majority of school-based behavioral studies (Dunlap, Clarke, & Steiner, 1999) do not include peers as intervention agents. This study demonstrated how to include peers as contributing members of a Positive Behavior Support (PBS) team. Findings indicated that peers were able to implement a behavior support plan with fidelity, resulting in decreased challenging behavior and increased activity engagement in a middle school peer with Autism Spectrum Disorder (ASD).
在青少年时期，同伴行为是一种强大的刺激因素，会影响学生如何应对其身体和社会环境并做出相应反应。然而，大多数基于学校的行为研究（邓拉普、克拉克和施泰纳，1999年）并未将同伴纳入干预因素。本研究展示了如何将同伴纳入积极行为支持（PBS）团队并使之成为有贡献的成员。研究结果表明，同伴能够忠实地执行行为支持计划，从而减少了一名患有自闭症谱系障碍（ASD）的初中同伴的挑战性行为，并增加了其活动参与度。
