Symons F, Davis M
John F. Kennedy Center, Peabody College, Vanderbilt University, Nashville, TN 37203.
J Behav Ther Exp Psychiatry. 1994 Dec;25(4):317-24. doi: 10.1016/0005-7916(94)90040-x.
The relationship of instructional prompts to rate of task completion and stereotypy was studied in one adolescent student with autism and high-frequency stereotypic behavior. Using an ABAB design, one experiment was conducted which systematically examined the role of prompts on (a) task completion and (b) time engaged in stereotyped behavior. Results suggested that prompts had little effect on the rate of task completion across sessions but did reduce time spent in stereotypies. These results are discussed in relation to stereotypies and implications for intervention and instruction.
在一名患有自闭症且有高频刻板行为的青少年学生中，研究了指导性提示与任务完成率和刻板行为之间的关系。采用ABAB设计进行了一项实验，系统地考察了提示在以下方面的作用：（a）任务完成情况；（b）参与刻板行为的时间。结果表明，提示在各阶段对任务完成率影响不大，但确实减少了花在刻板行为上的时间。针对刻板行为以及干预和教学的意义对这些结果进行了讨论。
