Dougherty B S, Fowler S A, Paine S C
J Appl Behav Anal. 1985 Summer;18(2):141-53. doi: 10.1901/jaba.1985.18-141.
The negative interactions of a midly retarded child, Dennis, were reduced in three daily recess periods, with the use of a point system. Adult monitors initiated the intervention in the morning recess; reductions achieved during adult monitoring were maintained in that recess during two subsequent conditions: peer monitoring and self-monitoring. Dennis' negative interactions were reduced next in the afternoon recess by peer monitors. Again, reductions were maintained during a subsequent self-monitoring condition. Finally, during the noon recess, Dennis was trained to serve as a peer monitor for Ed, a moderately retarded classmate. Dennis' rate of negative interactions quickly decreased following his appointment as a peer monitor. The results show that a point system, originally designed for adult monitoring, can be adapted without loss of program effectiveness for peer monitoring or self-monitoring. The results also suggest that classmates who serve as peer monitors may benefit significantly from their role. The conditions under which these therapeutic effects occur and the role that treatment order effects may play in this process require further investigation.
使用积分系统后，中度智力发育迟缓儿童丹尼斯在每天的三个课间休息时段的消极互动行为有所减少。成人监督员在上午课间休息时启动干预措施；在成人监督期间实现的消极互动行为减少在随后的两个阶段得以维持，即同伴监督和自我监督阶段。接下来，在下午课间休息时，同伴监督员减少了丹尼斯的消极互动行为。同样，在随后的自我监督阶段，消极互动行为的减少得以维持。最后，在中午课间休息时，丹尼斯接受培训，担任中度智力发育迟缓的同学埃德的同伴监督员。丹尼斯被任命为同伴监督员后，其消极互动行为的发生率迅速下降。结果表明，原本为成人监督设计的积分系统可以进行调整，用于同伴监督或自我监督时不会降低项目效果。结果还表明，担任同伴监督员的同学可能会从其角色中受益匪浅。这些治疗效果产生的条件以及治疗顺序效应在这一过程中可能发挥的作用需要进一步研究。
