Blew P A, Schwartz I S, Luce S C
J Appl Behav Anal. 1985 Winter;18(4):337-42. doi: 10.1901/jaba.1985.18-337.
In this study, two autistic children were paired with normal peers who, after pretraining sessions, taught community skills to the autistic children. Data were collected during three conditions: baseline, modeling, and peer tutoring. Results demonstrated that no identified skills were acquired during the baseline and modeling conditions. However, direct instruction of each child by a peer tutor resulted in the learning and maintenance of functional community skills.
在本研究中，两名自闭症儿童与正常同伴配对，经过预训练阶段后，正常同伴向自闭症儿童教授社交技能。在三种情况下收集数据：基线、示范和同伴辅导。结果表明，在基线和示范情况下，未发现有技能习得。然而，同伴辅导员对每个儿童的直接指导导致了功能性社交技能的学习和保持。
