Stokes T F, Kennedy S H
J Appl Behav Anal. 1980 Spring;13(1):41-9. doi: 10.1901/jaba.1980.13-41.
The uncooperative behavior of grade-school children during dental treatment was examined. Forty children enrolled in a government dental program were observed during treatment conditions involving instructions concerning the appropriate behavior required by the dental practitioner, description of the objective procedures and subjective experience the child could expect, praise for appropriate behavior, and a colorful stamp for coming to the clinic. Eight of these children whose behavior was still too disruptive for effective dentistry were formally introduced to additional intervention procedures of tangible consequences for cooperative behavior, and observation of peers and by peers during actual dental treatment. Within a multiple baseline design, the intervention conditions were effective in decreasing the children's uncooperative behavior to acceptable levels.
对小学生在牙科治疗期间的不合作行为进行了研究。观察了40名参加政府牙科项目的儿童，治疗过程包括向他们说明牙科医生要求的适当行为、描述客观的治疗程序以及他们可能经历的主观感受、对适当行为给予表扬，以及给前来诊所的孩子盖一个彩色印章。其中有8名儿童的行为仍然过于 disruptive（此处原文可能有误，推测为“disruptive”，意为“破坏的、捣乱的”），无法进行有效的牙科治疗，于是正式对他们采用了额外的干预措施，即对合作行为给予切实的奖励，并在实际牙科治疗过程中让他们观察同伴以及被同伴观察。在多重基线设计中，这些干预措施有效地将儿童的不合作行为减少到了可接受的水平。
