Koegel R L, O'Dell M, Dunlap G
Speech and Hearing Center, University of California, Santa Barbara 93106.
J Autism Dev Disord. 1988 Dec;18(4):525-38. doi: 10.1007/BF02211871.
It has been extremely difficult to teach speech to severely handicapped nonverbal autistic children. However, an overview of the literature suggests the possibility that selecting aspects of motivation as a central target behavior, rather than concentrating on motor speech production per se, may improve the effectiveness of teaching speech to these children. Therefore, the purpose of this experiment was to compare two different reinforcement conditions; one in which successive motor approximations of speech sounds were reinforced; and a "motivation" condition in which attempts to produce speech sounds were reinforced, without any motor shaping of speech. The results, replicated within a repeated reversal disign, showed that reinforcing speech attempts was more effective than reinforcing motor speech sounds with respect to (a) the children's interest, enthusiasm, happiness, and general behavior during treatment; and (b) improvements in the children's speech production. The results are discussed in terms of their relationship to the literature on normal parent-child speech interaction, success and failure, and learned helplessness.
对严重残疾的无语言能力自闭症儿童进行言语教学一直极为困难。然而，文献综述表明，选择动机方面作为核心目标行为，而非仅仅专注于言语动作本身，可能会提高对这些儿童进行言语教学的效果。因此，本实验的目的是比较两种不同的强化条件：一种是对语音的连续动作近似进行强化；另一种是“动机”条件，即对发出语音的尝试进行强化，而不对言语进行任何动作塑造。在重复反转设计中得到重复的结果表明，就以下方面而言，强化言语尝试比强化言语动作更有效：(a) 治疗期间儿童的兴趣、热情、快乐和总体行为；(b) 儿童言语表达的改善。将根据这些结果与关于正常亲子言语互动、成功与失败以及习得性无助的文献之间的关系进行讨论。
