自我指导训练对二、三年级多动症儿童的影响：未能重复验证。
Effects of self-instructional training on second- and third-grade hyperactive children: a failure to replicate.
作者信息
Friedling C, O'Leary S G
出版信息
J Appl Behav Anal. 1979 Summer;12(2):211-9. doi: 10.1901/jaba.1979.12-211.
Abstract
Bornstein and Quevillon (1976) demonstrated generalization from a 2-hour self-instructional training session to on-task behavior in the classroom with 4-year-old overactive children. In an attempt to replicate this work with older children, eight 7- and 8-year-old hyperactive children were assigned to either a self-instructional training group or an attention-practice control group. On-task behavior in the classroom and performance measures in reading and arithmetic were assessed. The level of difficulty of these tasks was varied. The results of Bornstein and Quevillon's (1976) study were not replicated, although the subsequent introduction of a token program significantly increased on-task behavior.
摘要
伯恩斯坦和奎维隆（1976年）证明，对于4岁的多动儿童，2小时的自我指导训练课程能够推广至课堂上的专注行为。为了尝试在年龄稍大的儿童中重复这项研究，八名7岁和8岁的多动儿童被分配到自我指导训练组或注意力练习控制组。对课堂上的专注行为以及阅读和算术方面的表现指标进行了评估。这些任务的难度水平有所不同。尽管随后引入的代币计划显著增加了专注行为，但伯恩斯坦和奎维隆（1976年）的研究结果并未得到重复验证。
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