Hinerman P S, Jenson W R, Walker G R, Petersen P B
J Autism Dev Disord. 1982 Sep;12(3):253-63. doi: 10.1007/BF01531371.
The present study evaluated the effectiveness of using positive practice overcorrection in combination with other techniques to teach two manual signs ("milk" and "cookie") to an autistic boy. This boy had a great deal of difficulty in forming any type of discrimination and often became confused in learning the most simple simultaneous discrimination. Intervention primarily consisted of positive practice overcorrection in which the subject was physically guided to form a required hand sign 10 times when he responded incorrectly and was positively reinforced when he signed correctly. The study used a changing criterion within a multiple-baseline design across responses. The results indicated that overcorrection plus positive reinforcement was effective in teaching one sign (milk), however, and added contingent exercise (having to stand up and sit down 10 times for an incorrect response) was required to teach the second sign (cookie). Once the two signs were learned to a criterion level, it was a relatively easy task for the subject to respond correctly with the signs in a matching-to-sample task.
本研究评估了运用积极练习过度矫正并结合其他技术，向一名自闭症男孩教授两种手势（“牛奶”和“饼干”）的有效性。这个男孩在形成任何类型的辨别能力方面都有很大困难，在学习最简单的同时辨别时常常感到困惑。干预主要包括积极练习过度矫正，即当受试者做出错误反应时，引导其身体做出所需的手势10次，当他做出正确手势时给予积极强化。该研究在多个基线设计中针对不同反应采用了变化标准。结果表明，过度矫正加积极强化在教授一个手势（牛奶）时是有效的，然而，教授第二个手势（饼干）时需要增加附带练习（对错误反应必须站起来坐下10次）。一旦这两个手势学到标准水平，对受试者来说，在样本匹配任务中正确做出这些手势就是一项相对容易的任务。
