Singer-Dudek Jessica, Sterkin Victoria, Linden Lisa Gold
Teachers College, Columbia University, Box 223, 525 West 120th Street, New York, NY 10027 USA.
Behav Anal Pract. 2020 Sep 28;14(1):75-85. doi: 10.1007/s40617-020-00485-0. eCollection 2021 Mar.
In 2 experiments, using a within-subjects alternating-conditions design, we measured our participants' stereotypic and verbal behavior under 2 audience conditions. Our participants were 8 children, ages 10 and 11 years, diagnosed with autism and related developmental disabilities. We measured the percentage of intervals with occurrences of stereotypy (Experiment 1) and the number of verbal operants emitted per minute (Experiment 2) in the presence of 2 types of audiences: members of the participants' own special education class and typically developing peers from general education classes. Results from both experiments demonstrated that participants emitted a lower percentage of intervals with stereotypy and higher rates of social verbal operants in the presence of their typically developing peers than in their self-contained special education classrooms.
在两项实验中，我们采用被试内交替条件设计，测量了参与者在两种观众条件下的刻板行为和言语行为。我们的参与者是8名年龄在10岁和11岁之间、被诊断患有自闭症及相关发育障碍的儿童。我们测量了在两种类型的观众面前出现刻板行为的时间间隔百分比（实验1）以及每分钟发出的言语操作数量（实验2）：参与者所在特殊教育班级的成员以及普通教育班级中发育正常的同龄人。两项实验的结果均表明，与在封闭式特殊教育教室中相比，参与者在发育正常的同龄人面前出现刻板行为的时间间隔百分比更低，社交言语操作的发生率更高。
