Sainato D M, Maheady L, Shook G L
J Appl Behav Anal. 1986 Summer;19(2):187-95. doi: 10.1901/jaba.1986.19-187.
We examined the effects of assigning a classroom manager's role on the frequency of social interactions and the sociometric standing of three withdrawn kindergarten students. Results showed that when the three socially withdrawn students were placed in the manager's role they substantially increased the frequency of their positive social initiations during free-play time, were the recipients of many more positive and significantly fewer negative social bids from their peers, were rated more favorably by their classmates on a sociometric rating scale, and were selected more frequently as best friends by their peers. In addition, follow-up data suggested partial maintenance of treatment effects when students no longer occupied manager positions.
我们考察了赋予三名孤僻的幼儿园儿童课堂管理者角色对其社交互动频率和社会测量地位的影响。结果显示，当这三名社交孤僻的儿童担任管理者角色时，他们在自由游戏时间里积极社交发起的频率大幅增加，从同伴那里收到的积极社交邀请更多，消极社交邀请显著减少，在社会测量等级量表上得到同学更积极的评价，并且更频繁地被同伴选为最好的朋友。此外，后续数据表明，当学生不再担任管理者职位时，治疗效果仍有部分维持。
