Odom S L, Hoyson M, Jamieson B, Strain P S
J Appl Behav Anal. 1985 Spring;18(1):3-16. doi: 10.1901/jaba.1985.18-3.
The purposes of our study were: (a) to train a set of observationally determined social behaviors via peer initiation; (b) to determine if effects generalized across classroom settings and to directly intervene if generalization did not occur; and (c) to analyze components of the peer-initiation intervention. After baseline, nonhandicapped preschool children (confederates) were taught to direct social initiations to the three handicapped preschool-aged students. Teachers prompted the confederates to engage the students in social interaction when necessary and rewarded the confederates with tokens. Confederates' initiations to the students resulted in increased frequencies of positive social interaction. There was no generalization to other classroom settings, and the intervention was subsequently implemented in a second and third classroom. Next, the confederates' token reinforcement system was withdrawn, with no apparent deleterious effects on the confederates' or students' social interactions. When teachers substantially reduced their prompts to the confederates, students' social interactions decreased. Finally, reinstatement of teacher prompts resulted in increases in the confederates' social initiations and, consequently, the positive social interactions of the students.
（a）通过同伴发起训练一组通过观察确定的社会行为；（b）确定效果是否能推广到不同的课堂环境中，若不能推广则直接进行干预；（c）分析同伴发起干预的组成部分。在基线期之后，非残疾学龄前儿童（同盟者）被教导要主动与三名残疾学龄前儿童进行社交互动。教师在必要时提示同盟者与学生进行社交互动，并用代币奖励同盟者。同盟者对学生的主动互动导致积极社交互动的频率增加。这种效果并未推广到其他课堂环境中，随后在第二个和第三个课堂中实施了干预。接下来，取消了同盟者的代币强化系统，对同盟者或学生的社交互动没有明显的有害影响。当教师大幅减少对同盟者的提示时，学生的社交互动减少。最后，恢复教师提示导致同盟者社交主动行为增加，从而学生的积极社交互动也增加。
