Carden Smith L K, Fowler S A
J Appl Behav Anal. 1984 Summer;17(2):213-27. doi: 10.1901/jaba.1984.17-213.
Classroom peers can serve as powerful sources of reinforcement in increasing or maintaining both the positive and negative behaviors of their classmates. In two experiments, we examined the effectiveness of a peer-monitored token system on reducing disruption and nonparticipation during a transition period of a kindergarten class for behaviorally impaired children. Additionally, the effect of providing and subsequently withholding corrective feedback to peer mediators on the accuracy of their point awards was evaluated. Results in Experiment 1 suggest that both teacher- and peer-monitored interventions were successful in decreasing disruption and increasing participation of monitored peers. Experiment 2 further demonstrated that peer monitors could successfully initiate the token system without prior adult implementation. Analysis of the point awards in both experiments indicates that peer monitors consistently awarded points that were earned. However, when corrective feedback was withdrawn the peer monitors frequently awarded points that were not earned, i.e., they rarely withheld points for undesirable behavior. Even so, the monitored peers' disruptive behavior was maintained at low rates.
课堂同伴可以成为强化其同学积极和消极行为的有力来源，无论是增加还是维持这些行为。在两项实验中，我们研究了同伴监督代币系统在减少行为受损儿童的幼儿园班级过渡期间的干扰和不参与行为方面的有效性。此外，还评估了向同伴调解员提供并随后 withholding 纠正反馈对其积分奖励准确性的影响。实验1的结果表明，教师和同伴监督的干预措施都成功地减少了干扰，并增加了受监督同伴的参与度。实验2进一步证明，同伴监督员可以在没有成人事先实施的情况下成功启动代币系统。两项实验中对积分奖励的分析表明，同伴监督员始终如一地奖励应得的积分。然而，当撤回纠正反馈时，同伴监督员经常奖励未获得的积分，即他们很少因不良行为而扣分。即便如此，受监督同伴的破坏行为仍维持在低水平。
