Mace F C, Page T J, Ivancic M T, O'Brien S
Appl Res Ment Retard. 1986;7(2):203-21. doi: 10.1016/0270-3092(86)90006-8.
This study evaluated methods for empirically identifying environmental determinants of aggressive and disruptive behavior in three developmentally delayed children. A variety of sessions conducted on an inpatient treatment unit were designed to stimulate contingencies maintaining aggression and disruption in the subjects' natural environments. The basic analog conditions included: instructional demands, contingent social disapproval, and structured play. In addition, variations of the three basic conditions were developed based on informal observation and parental reports of naturally occurring contingencies. Results showed considerable variability both between and within subjects. However, for each subject a specific analog condition was shown to produce relatively higher rates of aberrant behavior. Subsequently, behavioral treatments based on assessment results were successfully implemented with two of the subjects. Results are discussed in terms of the importance and practical limitations of conducting systematic assessment of aberrant repertoires in developmentally delayed clients.
本研究评估了实证识别三名发育迟缓儿童攻击性行为和破坏性行为的环境决定因素的方法。在住院治疗单元进行的各种时段被设计用来激发维持受试者自然环境中攻击和破坏行为的意外情况。基本的模拟条件包括：教学要求、偶然的社会不认可和结构化游戏。此外，根据对自然发生的意外情况的非正式观察和家长报告，对这三种基本条件进行了变化。结果显示，受试者之间和受试者内部都存在相当大的变异性。然而，对于每个受试者来说，特定的模拟条件会产生相对较高的异常行为发生率。随后，基于评估结果的行为治疗成功应用于其中两名受试者。本文从对发育迟缓患者异常行为模式进行系统评估的重要性和实际局限性方面对结果进行了讨论。
