Russo D C, Koegel R L, Lovaas O I
J Abnorm Child Psychol. 1978 Jun;6(2):189-201. doi: 10.1007/BF00919124.
While it appears reasonable to assume that the autistic child might benefit from the development of programmed instruction and teaching machines to teach imitation, concepts, and receptive vocabulary skills, no systematic research to date has seriously investigated such possibilities. The purpose of this study was to compare the effects of automated versus teacher-controlled instruction in the education of autistic children. Four autistic children, each with extreme deficits in language, social, and self-care behaviors, were trained on a matching-to-sample task under three different instructional situations within an intrasubject replication design and multiple baseline procedure. Analysis of the data showed the following results: (1) The teacher, manually operating the teaching machine, was able to teach and maintain the matching-to-sample task; (2) the same autistic children did not acquire or maintain the task when taught by the machine alone; and (3) the teacher alone (without the machine) was able to teach and maintain the task. The results suggest that automated instruction may, at least, serve as a valuable aid to teachers of autistic children. However, before machines can be used without the participation of a trained teacher, further research appears necessary. Several areas, including the role of motivation in automated instructional settings, the saliency and effectiveness of reinforcers, and the importance of controlling antecedent stimulus conditions and off-task behavior are discussed as areas of primary concern in the development of automated instruction for autistic children.
虽然假设自闭症儿童可能会从开发用于教授模仿、概念和接受性词汇技能的程序教学和教学机器中受益似乎是合理的，但迄今为止，还没有系统的研究认真调查过这种可能性。本研究的目的是比较自动化教学与教师控制教学在自闭症儿童教育中的效果。四名自闭症儿童，每人在语言、社交和自我照顾行为方面都有严重缺陷，在受试者内重复设计和多基线程序的三种不同教学情境下，接受了样本匹配任务的训练。数据分析显示了以下结果：（1）手动操作教学机器的教师能够教授并维持样本匹配任务；（2）同样的自闭症儿童在仅由机器教学时，无法习得或维持该任务；（3）仅由教师（无机器）就能教授并维持该任务。结果表明，自动化教学至少可以作为自闭症儿童教师的一种有价值的辅助手段。然而，在无需训练有素的教师参与就能使用机器之前，似乎有必要进行进一步的研究。几个领域，包括动机在自动化教学环境中的作用、强化物的显著性和有效性，以及控制先行刺激条件和任务外行为的重要性，被作为自闭症儿童自动化教学发展中主要关注的领域进行了讨论。
