Neef N A, Shafer M S, Egel A L, Cataldo M F, Parrish J M
J Appl Behav Anal. 1983 Spring;16(1):81-99. doi: 10.1901/jaba.1983.16-81.
Two experiments are reported in which the relationship between compliance with "do" and "don't" requests was examined with developmentally disabled children. In Experiment 1, a multiple baseline design across subjects with counterbalanced treatment conditions was used to evaluate a compliance training program composed of four phases: (a) baseline, during which no consequences were delivered for compliance, (b) reinforcement for compliance with one targeted "do" request, (c) reinforcement for compliance with one targeted "don't" request, and (d) follow-up with reinforcement on a variable ratio schedule for compliance with any "do" or "don't" request. Results of probes conducted before and after training within each condition indicated that generalized compliance occurred only with requests of the same type as the target exemplar ("do" or "don't"). In Experiment 2, these results were replicated in a classroom setting. Following collection of baseline probe data on student compliance, a teacher training program was successfully implemented to increase reinforcement of compliance first with one "do" and subsequently with one "don't" request of a target student. Results of multiple baseline probes across "do" and "don't" requests indicated that the teacher generalized and maintained reinforcement of compliance with other requests of the same type and to other students, with a resulting increase in student compliance with the type of requests reinforced. The impact of treatment on both teacher and student behavior was socially validated via consumer ratings. Implications of these findings with respect to response class formation and compliance training programs are discussed.
本文报告了两项实验，研究了发育障碍儿童对“做”和“不做”要求的服从情况之间的关系。在实验1中，采用了跨被试的多基线设计，并对处理条件进行了平衡，以评估一个由四个阶段组成的服从训练计划：（a）基线期，在此期间，对服从行为不给予任何后果；（b）对服从一个目标“做”的要求给予强化；（c）对服从一个目标“不做”的要求给予强化；（d）后续采用可变比率强化程序，对服从任何“做”或“不做”要求给予强化。在每个条件下训练前后进行的探测结果表明，只有与目标范例（“做”或“不做”）类型相同的要求才会出现普遍服从。在实验2中，这些结果在课堂环境中得到了重复。在收集了关于学生服从情况的基线探测数据后，成功实施了一个教师培训计划，以首先增加对一个目标学生的一个“做”的要求的服从强化，随后增加对一个“不做”要求的服从强化。对“做”和“不做”要求的多基线探测结果表明，教师对同一类型的其他要求以及对其他学生的服从强化进行了泛化并保持，从而导致学生对强化要求类型的服从增加。通过消费者评级对治疗对教师和学生行为的影响进行了社会验证。讨论了这些发现对反应类形成和服从训练计划的意义。
