Sainato D M, Strain P S, Lefebvre D, Rapp N
Western Psychiatric Institute and Clinic, University of Pittsburgh, Pennsylvania 15213.
J Appl Behav Anal. 1987 Fall;20(3):285-91. doi: 10.1901/jaba.1987.20-285.
We examined the effects of a peer-mediated versus an antecedent prompt condition on the rate of independent movement and appropriate behavior of handicapped preschool children during three classroom transition times. Using an alternating treatments design, results showed that each treatment condition yielded increases in target behaviors; however, the antecedent prompt condition was superior during all three transition settings. In addition, teacher prompts to these children were significantly reduced during the intervention conditions, indicating that the children were making these transitions more independently.
我们研究了同伴介导条件与先行提示条件对残疾学龄前儿童在三个课堂过渡时段的独立移动速率和恰当行为的影响。采用交替治疗设计，结果表明，每种治疗条件下目标行为均有所增加；然而，在所有三种过渡情境中，先行提示条件更具优势。此外，在干预条件下，教师对这些儿童的提示显著减少，这表明儿童在进行这些过渡时更加独立。
