Winnega M, Berkson G
Am J Ment Defic. 1986 Nov;91(3):277-85.
Ten severely retarded children who engaged in object stereotypies were observed during 10, 1-hour sessions in various contexts of their living and school environments. The percentage of object stereotypies performed and the nature of the objects manipulated were described. For the children as a group, context did not affect the level of object stereotypies, but other stereotypies were performed most often during music sessions. In Study 2 the objects manipulated in a stereotyped manner were presented to six people who were asked to describe the physical dimensions of the object when it was moved. Judges found that most children appeared to respond to flexibility, whereas some children appeared to respond to other feedback. Study 3 was designed to validate the dimensions selected by the judges. Each dimension agreed on by five of the judges in Study 2 was used to construct sets of five objects that varied with respect to that dimension. The children were presented with the set of objects and differential manipulation along the dimension was assessed. The judges' selections were partially validated.
对10名有物体刻板行为的重度智力障碍儿童，在他们生活和学校环境的各种场景下，进行了10次每次1小时的观察。记录了物体刻板行为的执行百分比以及所操作物体的性质。作为一个群体，这些儿童的物体刻板行为水平不受场景影响，但其他刻板行为在音乐活动期间出现得最为频繁。在研究2中，将以刻板方式操作的物体展示给6个人，要求他们描述物体移动时的物理尺寸。评判者发现，大多数儿童似乎对柔韧性有反应，而有些儿童似乎对其他反馈有反应。研究3旨在验证评判者所选的尺寸。研究2中五位评判者一致认可的每个尺寸，被用来构建五组在该尺寸上有所变化的物体。向儿童展示这组物体，并评估他们在该尺寸上的差异操作。评判者的选择得到了部分验证。
