Shafer M S, Egel A L, Neef N A
J Appl Behav Anal. 1984 Winter;17(4):461-76. doi: 10.1901/jaba.1984.17-461.
We evaluated the effects of a peer-training strategy, consisting of direct prompting and modeling, on the occurrence and duration of interactions between autistic students and nonautistic peer-trainers. Data were obtained in both training and generalization settings. The results of a multiple-baseline design across students demonstrated that:the direct prompting procedure produced immediate and substantial increases in the occurrences and durations of positive social interactions between the peer-trainers and autistic students; these increases were maintained across time at levels above baseline during subsequent free-play probes; these findings were judged by teachers to be socially valid; untrained peers increased their interactions with the autistic students in three of the four groups; generalization of behavior change across settings occurred only after specific programming; and interactions between untrained peers and peer-trainers decreased following training. Variables that may account for the results and the implications of these findings for peer-mediated interventions are discussed.
我们评估了一种由直接提示和示范组成的同伴训练策略对自闭症学生与非自闭症同伴训练者之间互动的发生频率和持续时间的影响。数据在训练和泛化环境中均有获取。对学生进行的多基线设计结果表明：直接提示程序使同伴训练者与自闭症学生之间积极社交互动的发生频率和持续时间立即大幅增加；在随后的自由玩耍探测中，这些增加在高于基线的水平上随时间得以维持；教师认为这些结果具有社会效度；在四个组中的三个组里，未接受训练的同伴增加了与自闭症学生的互动；行为改变仅在经过特定规划后才在不同环境中得到泛化；并且训练后未接受训练的同伴与同伴训练者之间的互动减少。文中讨论了可能解释这些结果的变量以及这些发现对同伴介导干预的启示。
