Yeager C, McLaughlin T F
Department of Special Education, J.M. & Jessie Rosauer Center for Education, School of Education, Gonzaga University, Spokane, WA 99258-0001.
Percept Mot Skills. 1994 Oct;79(2):945-6. doi: 10.2466/pms.1994.79.2.945.
The purpose of the present case study was to evaluate use of a timeout ribbon with and without student-selected consequences on the compliance of a preschool student with disabilities. An ABACBC single-subject replication design was used. Compliance was low during the first baseline condition. When the timeout ribbon procedure was implemented in the classroom, compliance increased, but a return to baseline produced low compliance. When consequences were added to the timeout ribbon procedure, the child's compliance improved further. Additional replications of timeout ribbon and the timeout ribbon plus consequences generated less and less compliance. Possible reasons for the lack of robust findings were discussed.
本案例研究的目的是评估使用带暂停功能的丝带，以及在有无学生选择的后果情况下，对一名残疾学龄前儿童的依从性的影响。采用了ABACBC单受试者重复设计。在第一个基线条件下，依从性较低。当在课堂上实施带暂停功能的丝带程序时，依从性提高了，但恢复到基线时依从性又降低了。当在带暂停功能的丝带程序中增加后果时，孩子的依从性进一步提高。带暂停功能的丝带以及带后果的带暂停功能的丝带的额外重复试验产生的依从性越来越少。讨论了缺乏有力结果的可能原因。
