Gilsenan Callan M, Yi Zhihui, Hinman Jessica M, Barron Becky F, Dixon Mark R
Emergent Learning Center, Naperville, IL USA.
College of Applied Health Science, Department of Disability and Human Development, University at Illinois Chicago, Chicago, IL USA.
Behav Anal Pract. 2021 Aug 9;15(1):179-191. doi: 10.1007/s40617-021-00574-8. eCollection 2022 Mar.
The current study investigated the effect of relational training on improving engagement during acceptance and commitment training (ACT) sessions that aimed to reduce maladaptive behavior. Three female children diagnosed with autism participated in the current research. The relational training protocol involved eight programs designed to improve participants' ability to engage in relational responding. A concurrent multiple-baseline across-participants design was used, and participants' maladaptive behavior during ACT sessions was recorded. Results indicated a decrease in maladaptive behavior for one of the three participants, with a medium to large treatment effect. A secondary measure also showed improvement in all three participants' performance during ACT sessions. The percentage of nonoverlapping data and Cohen's suggest a small to moderate treatment effect. Implications for implementing ACT with individuals diagnosed with autism are discussed.
当前的研究调查了关系训练对在旨在减少适应不良行为的接纳与承诺疗法（ACT）疗程中提高参与度的影响。三名被诊断患有自闭症的女童参与了此项研究。关系训练方案包括八个旨在提高参与者进行关系反应能力的项目。采用了跨参与者的同步多基线设计，并记录了参与者在ACT疗程中的适应不良行为。结果表明，三名参与者中有一名的适应不良行为有所减少，治疗效果为中等至较大。一项次要指标还显示，所有三名参与者在ACT疗程中的表现都有所改善。非重叠数据的百分比和科恩系数表明治疗效果为小至中等。文中讨论了对被诊断患有自闭症的个体实施ACT的意义。
