Fluharty Amber S E, LeJeune Lauren M, Samudre Mark D
Anderson School District One, Anderson, SC USA.
University of South Carolina, 820 Main St., Columbia, SC 29208 USA.
Behav Anal Pract. 2024 Oct 17;17(4):1008-1022. doi: 10.1007/s40617-024-01003-2. eCollection 2024 Dec.
The purpose of this study was to extend the limited research on group stimulus preference assessment (SPA) procedures. The study occurred in two sections of a middle school special education classroom and included 20 students with multi-categorical disabilities. A paired stimulus group SPA was used to identify a preference hierarchy for each class, and results were validated using single case designs in which baseline conditions were compared to group contingency conditions with alternating sessions of the highest-preferred (high-p) and lowest-preferred (low-p) consequences. Both group contingency conditions increased the percentage of students prepared for class relative to baseline; however, consistently higher levels of students were prepared for class during high-p sessions. Student responses on a daily quiz were similar in both conditions, but social validity surveys indicated students felt the most motivation and enjoyment during high-p sessions.
The online version contains supplementary material available at 10.1007/s40617-024-01003-2.
本研究的目的是扩展对小组刺激偏好评估（SPA）程序的有限研究。该研究在一所中学特殊教育教室的两个班级进行，包括20名患有多重残疾的学生。采用配对刺激小组SPA来确定每个班级的偏好等级，并使用单病例设计对结果进行验证，在该设计中，将基线条件与小组应急条件进行比较，其中最高偏好（高偏好）和最低偏好（低偏好）后果的环节交替出现。相对于基线，两种小组应急条件都提高了为上课做好准备的学生比例；然而，在高偏好环节中，始终有更高比例的学生为上课做好了准备。在两种条件下，学生在每日测验中的回答相似，但社会效度调查表明，学生在高偏好环节中感受到的动力和乐趣最多。
在线版本包含可在10.1007/s40617-024-01003-2获取的补充材料。
