三种消除午餐室破坏性行为方法的比较。
A comparison of three methods for eliminating disruptive lunchroom behavior.
作者信息
MacPherson E M, Candee B L, Hohman R J
出版信息
J Appl Behav Anal. 1974 Summer;7(2):287-97. doi: 10.1901/jaba.1974.7-287.
THREE METHODS OF CONTROLLING DISRUPTIVE LUNCHROOM BEHAVIORS OF ELEMENTARY SCHOOL CHILDREN WERE COMPARED
basic modification procedures, basic modification procedures plus punishment essays, and basic modification procedures plus mediation essays. During an in-service workshop, six paraprofessional lunch aides received training in these methods to modify three classes of disruptive lunchroom behaviors. They then applied the methods in a counter-balanced design. Fourth- and fifth-grade elementary school pupils were observers and made reliability counts of the target misbehaviors under the various methods. Results indicated that during the periods when aides had been directed to use basic modification procedures plus mediation essays, target misbehaviors were almost totally eliminated and occurred significantly less often than during the periods when they had been directed to use basic modification procedures alone or basic modification procedures plus punishment essays.
对控制小学生在午餐室的破坏性行为的三种方法进行了比较
基本矫正程序、基本矫正程序加惩罚性短文，以及基本矫正程序加调解性短文。在一次在职研讨会上，六名兼职午餐助理接受了这些方法的培训，以矫正三类午餐室破坏性行为。然后，他们以平衡设计应用这些方法。四、五年级的小学生作为观察者，对各种方法下的目标不当行为进行可靠性计数。结果表明，在助理被指示使用基本矫正程序加调解性短文的期间，目标不当行为几乎完全消除，且发生频率明显低于他们被指示仅使用基本矫正程序或基本矫正程序加惩罚性短文的期间。
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