Caldwell University.
Marquette University.
J Appl Behav Anal. 2020 Apr;53(2):690-706. doi: 10.1002/jaba.615. Epub 2019 Jul 26.
The purpose of the current study was to evaluate the effect of implementing differential reinforcement at different times relative to the onset of teaching new skills to learners with autism spectrum disorder. Specifically, we first determined the most efficient differential reinforcement arrangement for each participant. Using the most efficient arrangement, we evaluated if differential reinforcement from the immediate onset, early onset, or late onset is the most efficient for learners to acquire a new skill. Three children diagnosed with autism spectrum disorder who have a history of receiving intervention based on the principles of applied behavior analysis participated in this study. The immediate onset of differential reinforcement resulted in the most efficient instruction in 6 of 7 comparisons. The results are discussed in light of previous studies and suggestions for future research are provided.
本研究的目的是评估在教授自闭症谱系障碍学习者新技能时，不同时间实施差别强化的效果。具体来说，我们首先确定了每个参与者最有效的差别强化安排。使用最有效的安排，我们评估了从即时开始、早期开始还是晚期开始进行差别强化，对学习者学习新技能最有效。本研究共有 3 名被诊断患有自闭症谱系障碍且有接受基于应用行为分析原则的干预史的儿童参与。在 7 次比较中，有 6 次即时开始的差别强化产生了最有效的教学效果。研究结果结合了以往的研究进行了讨论，并提出了未来研究的建议。
