Department of Psychology, University of Florida, Gainesville, FL, USA.
Marcus Autism Center, Atlanta, GA, USA.
J Appl Behav Anal. 2024 Jul;57(3):584-598. doi: 10.1002/jaba.1079. Epub 2024 May 6.
We assessed whether novel praise statements could be used to (a) maintain and increase responses with existing reinforcement histories and (b) teach a previously untaught response among children diagnosed with autism spectrum disorder across two experiments. During response-stimulus pairing, two responses resulted in preferred edibles but only one also produced a praise statement. In the absence of edibles, the response continuing to produce praise tended to persist more. Next, reversing the praise contingency tended to increase the other response. However, in no case did contingent delivery of those same praise statements result in the acquisition of untaught responses. These findings suggest that conditioning praise statements could serve different functions (antecedent or consequence) depending on the reinforcement history for particular responses.
(a) 维持和增加具有现有强化历史的反应；(b) 在两个实验中教授自闭症谱系障碍儿童以前未教授的反应。在反应-刺激配对期间，两个反应导致喜欢的食物，但只有一个反应也产生了表扬语句。在没有食物的情况下，继续产生表扬的反应往往更持久。接下来，反转表扬的条件往往会增加另一个反应。然而，在任何情况下， contingent 传递这些相同的表扬语句都没有导致未教授反应的习得。这些发现表明，条件作用的表扬语句可以根据特定反应的强化历史发挥不同的作用（前提或后果）。
