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2
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本文引用的文献

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An implicit technology of generalization.一种隐含的泛化技术。
J Appl Behav Anal. 1977 Summer;10(2):349-67. doi: 10.1901/jaba.1977.10-349.
2
The training and generalization of social interaction skills with autistic youth.自闭症青少年社交互动技能的训练与泛化
J Appl Behav Anal. 1984 Summer;17(2):229-47. doi: 10.1901/jaba.1984.17-229.
3
Training mildly handicapped peers to facilitate changes in the social interaction skills of autistic children.训练轻度残疾的同龄人以促进自闭症儿童社交互动技能的改变。
J Appl Behav Anal. 1984 Winter;17(4):461-76. doi: 10.1901/jaba.1984.17-461.
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The establishment of imitation and its use for the development of complex behavior in schizophrenic children.模仿行为的建立及其在精神分裂症儿童复杂行为发展中的应用。
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Some techniques of behavior modification with an autistic child.一些针对自闭症儿童的行为矫正技巧。
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6
Increasing autistic children's spontaneous verbalizations of affection: an assessment of time delay and peer modeling procedures.增加自闭症儿童自发表达情感的言语：对时间延迟和同伴示范程序的评估。
J Appl Behav Anal. 1986 Fall;19(3):307-14. doi: 10.1901/jaba.1986.19-307.
7
An analysis of social skills generalization in two natural settings.在两种自然环境中对社交技能泛化的分析。
J Appl Behav Anal. 1986 Fall;19(3):299-305. doi: 10.1901/jaba.1986.19-299.
8
A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers.同伴引导与教师先行干预对促进自闭症学龄前儿童相互社交互动的比较。
J Appl Behav Anal. 1986 Spring;19(1):59-71. doi: 10.1901/jaba.1986.19-59.
9
Increasing social interactions of severely handicapped autistic children.增加重度残疾自闭症儿童的社交互动。
J Autism Dev Disord. 1987 Sep;17(3):375-90. doi: 10.1007/BF01487067.

在综合幼儿环境中通过情感活动促进自闭症儿童的同伴互动。

Promoting autistic children's peer interaction in an integrated early childhood setting using affection activities.

作者信息

McEvoy M A, Nordquist V M, Twardosz S, Heckaman K A, Wehby J H, Denny R K

机构信息

Department of Special Education, George Peabody College of Vanderbilt University, Nashville, Tennessee 37203.

出版信息

J Appl Behav Anal. 1988 Summer;21(2):193-200. doi: 10.1901/jaba.1988.21-193.

DOI:10.1901/jaba.1988.21-193
PMID:3417581
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1286111/
Abstract

Group affection activities were used to increase the interaction of three autistic children with their nonhandicapped peers in an integrated early childhood setting. Peer interaction increased during free play when the affection activities were conducted, but not when similar activities without the affection component were used. This interaction included initiations by both the autistic and nonhandicapped children, with reciprocal interactions occurring more frequently with nonhandicapped peers who had participated in the affection activities.

摘要

在综合幼儿环境中，开展群体情感活动以增加三名自闭症儿童与非残疾同伴之间的互动。在进行情感活动时的自由玩耍期间，同伴互动有所增加，但使用没有情感成分的类似活动时则没有增加。这种互动包括自闭症儿童和非残疾儿童发起的互动，并且与参与情感活动的非残疾同伴之间的相互互动更为频繁。