Odom S L, Strain P S
J Appl Behav Anal. 1986 Spring;19(1):59-71. doi: 10.1901/jaba.1986.19-59.
We compared two procedures for improving the social interactions of three autistic children. In a peer-initiation condition, confederates were taught to initiate interaction with the autistic children. In a teacher-antecedent condition, teachers prompted the autistic children to initiate with confederates, who had been taught to reciprocate. Using an alternating treatment design, differential effects were found. The peer-initiation procedure reliably increased the social responses of the autistic children, whereas the teacher-antecedent condition increased the initiations and responses of the autistic children. In addition, longer chains of social interaction occurred during the teacher-antecedent condition.
我们比较了两种改善三名自闭症儿童社交互动的方法。在同伴发起条件下，训练同谋者主动与自闭症儿童互动。在教师先行条件下，教师促使自闭症儿童主动与已接受过互动训练的同谋者互动。采用交替治疗设计，发现了不同的效果。同伴发起程序可靠地增加了自闭症儿童的社交反应，而教师先行条件增加了自闭症儿童的主动发起和反应。此外，在教师先行条件下出现了更长的社交互动链条。
