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教师关注和同伴关注对三名被诊断患有注意力缺陷多动障碍儿童课堂破坏性行为的不同影响。

The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder.

作者信息

Northup J, Broussard C, Jones K, George T, Vollmer T R, Herring M

机构信息

Louisiana State University, USA.

出版信息

J Appl Behav Anal. 1995 Summer;28(2):227-8. doi: 10.1901/jaba.1995.28-227.

DOI:10.1901/jaba.1995.28-227
PMID:7601806
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1279813/
Abstract

We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.

摘要

我们对3名患有注意力缺陷多动障碍的儿童在教师和同伴给予关注的特定条件下课堂干扰行为进行了功能分析。同伴给予的关注似乎对所有3名儿童起到了一种独特的正强化作用。

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本文引用的文献

1
Current research on functional analysis methodologies: An introduction.功能分析方法的当前研究：引言
J Appl Behav Anal. 1994 Summer;27(2):211-4. doi: 10.1901/jaba.1994.27-211.
2
Emerging themes in the functional analysis of problem behavior.问题行为功能分析中的新出现主题。
J Appl Behav Anal. 1994 Summer;27(2):393-9. doi: 10.1901/jaba.1994.27-393.