对一名行为障碍学前儿童与其班级同伴之间社交互动的实验分析。
An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers.
作者信息
Strain P S, Timm M A
出版信息
J Appl Behav Anal. 1974 Winter;7(4):583-90. doi: 10.1901/jaba.1974.7-583.
THE SOCIAL INTERACTION BETWEEN A BEHAVIORALLY DISORDERED PRESCHOOL CHILD AND HER CLASSROOM PEERS WAS MEASURED UNDER TWO CONDITIONS OF CONTINGENT ADULT ATTENTION
(1) verbal praise and physical contact directed to the target subject's peers for appropriate interaction with the target subject, and (2) verbal praise and physical contact directed specifically to the target subject for engaging in appropriate interaction with peers. Continuous measures of interactive behavior were made during baseline, intervention, and return to baseline conditions. Results indicated that application of experimental contingencies, to peers (Condition 1) rapidly increased appropriate social behaviors by the peers and also by the target subject. When experimental contingencies were applied to the target subject (Condition 2), a similar increase in appropriate social behaviors was noted for both the target subject and the peers. Additionally, during Conditions 1 and 2 the recipient(s) of contingent adult attention initiated more appropriate social contacts than did the interacting partner(s).
在两种有条件的成人关注情况下，对一名行为紊乱的学龄前儿童与其课堂同伴之间的社交互动进行了测量：（1）针对目标儿童的同伴与目标儿童进行适当互动给予言语表扬和身体接触；（2）针对目标儿童与同伴进行适当互动给予言语表扬和身体接触。在基线期、干预期和恢复到基线期的条件下，对互动行为进行了连续测量。结果表明，对同伴应用实验性条件（条件1）迅速增加了同伴以及目标儿童的适当社交行为。当对目标儿童应用实验性条件（条件2）时，目标儿童和同伴的适当社交行为也有类似增加。此外，在条件1和条件2期间，得到成人有条件关注的接受者比互动伙伴发起了更多适当的社交接触。
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