Fantuzzo J W, Stovall A, Schachtel D, Goins C, Hall R
Department of Psychology, California State University, Fullerton 92634.
J Behav Ther Exp Psychiatry. 1987 Dec;18(4):357-63. doi: 10.1016/0005-7916(87)90050-4.
The present study evaluated the treatment and generalization effects of implementing a peer social initiation intervention with four severely withdrawn maltreated preschool children. Positive social response and initiation data were collected across the treatment (a playroom) and the natural classroom setting. A reversal design superimposed on a multiple baseline was used to evaluate the effectiveness. The results indicated increases in positive social responses and initiations across treatment and generalization settings. Follow-up data for two children indicated time and setting-time generalization effects. Teacher reports validated treatment gains.
本研究评估了对四名严重孤僻的受虐待学龄前儿童实施同伴社交启动干预的治疗效果和泛化效果。在治疗环境（游戏室）和自然课堂环境中收集了积极社交反应和启动数据。采用叠加在多重基线之上的反转设计来评估有效性。结果表明，在治疗和泛化环境中，积极社交反应和启动行为均有所增加。两名儿童的随访数据显示出时间和环境-时间泛化效应。教师报告证实了治疗效果。
