Gaylord-Ross R J, Haring T G, Breen C, Pitts-Conway V
J Appl Behav Anal. 1984 Summer;17(2):229-47. doi: 10.1901/jaba.1984.17-229.
Two experiments were conducted to increase the initiations and duration of social interactions between autistic and nonhandicapped youths. Experiment 1 taught two autistic youths to initiate and elaborate social interactions with three age-appropriate and commonly used leisure objects; a radio, a video game, and gum. The students were first taught to use the objects and subsequently instructed in the related social skills. The youths generalized these social responses to other non-handicapped peers in the same leisure setting. A second experiment trained a third autistic youth to emit similar social leisure skills. The use of the leisure objects and the related social skills were taught at the same time. The autistic youth learned these skills and generalized them to other handicapped peers in the same leisure setting. The importance of teaching generalized social responding in particular subenvironments was emphasized.
进行了两项实验，以增加自闭症青年与非残疾青年之间社交互动的发起次数和持续时间。实验1教会了两名自闭症青年发起并详细阐述与三件适合其年龄且常用的休闲物品的社交互动，这三件物品分别是收音机、电子游戏和口香糖。学生们首先被教导如何使用这些物品，随后接受相关社交技能的指导。这些青年将这些社交反应推广到了同一休闲环境中的其他非残疾同龄人身上。第二项实验训练了第三名自闭症青年发出类似的社交休闲技能。休闲物品的使用和相关社交技能是同时教授的。这名自闭症青年学会了这些技能，并将其推广到了同一休闲环境中的其他残疾同龄人身上。强调了在特定子环境中教授广义社交反应的重要性。
