Dyer K
May Institute, Chatham, MA 02633.
Res Dev Disabil. 1987;8(4):607-26. doi: 10.1016/0891-4222(87)90056-4.
This study was conducted to empirically assess a reinforcement theory of stereotyped behavior. Six students with autism were first presented with tasks, and no contingent reinforcers were provided for correct responding. Then, contingent reinforcers that were typically used with the students (usual reinforcers) were presented in a multiple baseline across subjects design. Three of the students evidenced decreases in stereotypy and increases in responding in the presence of usual reinforcers. The other three students required external suppression of stereotypy before increases in responding were shown. For these students, usual reinforcers and specially assessed reinforcers were then compared. The specially assessed reinforcers resulted in decreases in stereotypy and increases in responding and subjective measures of responsiveness. The results were discussed in terms of supporting a competing reinforcement hypothesis, such that powerful external reinforcers will successfully compete with and suppress reinforcers provided by stereotypy.
本研究旨在通过实证评估刻板行为的强化理论。首先让六名自闭症学生完成任务，且对正确反应不给予偶然强化物。然后，在跨被试多基线设计中呈现通常用于这些学生的偶然强化物（常用强化物）。三名学生在出现常用强化物时，刻板行为减少且反应增加。另外三名学生在反应增加之前需要对刻板行为进行外部抑制。对于这些学生，随后比较了常用强化物和经过特别评估的强化物。经过特别评估的强化物导致刻板行为减少、反应增加以及反应性的主观测量指标上升。根据支持一种竞争性强化假设对结果进行了讨论，即强大的外部强化物将成功与刻板行为所提供的强化物竞争并抑制它们。
