Carneiro Ana Carolina Cabral, Flores Eileen Pfeiffer, da Silva Barros Romariz, de Souza Carlos Barbosa Alves
Universidade Federal do Pará, Belém, PA, Brazil.
Universidade de Brasília, Brasília, Brazil.
Psicol Reflex Crit. 2019 Nov 15;32(1):21. doi: 10.1186/s41155-019-0134-3.
Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A "no reinforcement after correction" (NRC) condition was compared to a "reinforcement after correction" (RC) condition, using an adapted alternated treatments design.
All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in which both training procedures were implemented, participants' performance was higher with RC than without in 17 sessions and was the same in 3 sessions.
We discuss the effectiveness of reinforcing correct responding after an active-response correction procedure, the absence of prompt dependence, and the implications of better correction procedures for applied settings.
由于过度接触错误可能对学习产生不利影响，在学习技能库时减少错误的程序在自闭症患者的应用行为分析中起着重要作用。先前的研究调查了在出现错误的试验后需要学生积极反应的纠正程序的效果。一些干预手册建议在纠正后不要强化反应，以防止形成提示依赖。本研究直接调查了在对四名自闭症儿童进行触觉训练期间，主动反应纠正程序后强化的效果。采用从模仿到触觉的训练程序来训练触觉。使用适应性交替治疗设计，将“纠正后不强化”（NRC）条件与“纠正后强化”（RC）条件进行比较。
所有参与者在RC条件下比在NRC条件下需要更少的纠正试验，并且考虑到实施两种训练程序的所有26个疗程，在17个疗程中，参与者在RC条件下的表现高于无强化条件下的表现，在3个疗程中表现相同。
我们讨论了主动反应纠正程序后强化正确反应的有效性、不存在提示依赖以及更好的纠正程序对应用环境的影响。
