Brady M P, Shores R E, McEvoy M A, Ellis D, Fox J J
University of Houston-University Park.
J Autism Dev Disord. 1987 Sep;17(3):375-90. doi: 10.1007/BF01487067.
A peer-initiation training procedure was implemented across multiple peer trainers to investigate social interactions between severely withdrawn autistic children and their nonhandicapped peers. For one subject, substantial increases in spontaneous interactions with training and nontraining peers occurred after the peer-initiation procedure was applied across two training exemplars. Spontaneous social interactions continued even after the training procedure was removed. Although experimental control was established with the second subject during training, spontaneous interactions during nontraining periods were primarily with training peers. The results contribute to an emerging data base on the social interactions of autistic and severely withdrawn handicapped children and on peer-initiation training procedures.
一种同伴引导训练程序在多个同伴训练者中实施，以调查严重孤僻的自闭症儿童与其非残疾同伴之间的社交互动。对于一名受试者，在两个训练范例中应用同伴引导程序后，与训练和非训练同伴的自发互动大幅增加。即使在训练程序取消后，自发社交互动仍在继续。虽然在训练期间对第二名受试者建立了实验控制，但非训练期间的自发互动主要是与训练同伴进行的。这些结果为自闭症和严重孤僻残疾儿童的社交互动以及同伴引导训练程序的新兴数据库做出了贡献。
