Pierce K L, Schreibman L
Psychology Department, University of California, San Diego, La Jolla 92093-0109.
J Appl Behav Anal. 1994 Fall;27(3):471-81. doi: 10.1901/jaba.1994.27-471.
We investigated the efficacy of pictorial self-management to teach daily living skills to 3 low-functioning children with autism. Stimulus and response generalization, stimulus control of self-management materials, and maintenance of behavior change were also assessed. Results showed that children with autism could successfully use pictures to manage their behavior in the absence of a treatment provider, generalize their behavior across settings and tasks, and maintain behaviors at follow-up. In addition, when compared to baseline, all children showed a substantial decrease in stereotypic behaviors. When picture order was manipulated in stimulus control probes, the children followed the new picture sequence, suggesting that the pictures were controlling their behavior. Further, a savings effect was demonstrated, in that 2 subjects reached criterion on second and third behaviors within less than 25% of original training time.
我们研究了图片自我管理法对3名低功能自闭症儿童进行日常生活技能教学的效果。同时还评估了刺激与反应的泛化、自我管理材料的刺激控制以及行为改变的维持情况。结果显示，自闭症儿童能够在没有治疗师的情况下成功使用图片来管理自己的行为，在不同场景和任务中泛化其行为，并在随访时维持这些行为。此外，与基线相比，所有儿童的刻板行为都大幅减少。在刺激控制测试中对图片顺序进行操控时，儿童遵循了新的图片顺序，这表明图片在控制他们的行为。此外，还证明了一种节省效应，即2名受试者在不到原始训练时间25%的时间内就达到了第二项和第三项行为的标准。
