同伴引导与教师先行干预对促进自闭症学龄前儿童相互社交互动的比较。
A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers.
作者信息
Odom S L, Strain P S
出版信息
J Appl Behav Anal. 1986 Spring;19(1):59-71. doi: 10.1901/jaba.1986.19-59.
Abstract
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.
摘要
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。
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