Dunlap G, dePerczel M, Clarke S, Wilson D, Wright S, White R, Gomez A
Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida, Tampa 33612.
J Appl Behav Anal. 1994 Fall;27(3):505-18. doi: 10.1901/jaba.1994.27-505.
Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. In the first analysis, 2 participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in English and spelling, respectively. Reversal designs showed that the choice-making conditions increased task engagement and reduced disruptive behavior for both students. An additional analysis was performed with a 3rd student in an effort to further distinguish the effects of choice making from preference. In this study, one of the no-choice phases was yoked to a previous choice-making condition. This analysis demonstrated that the choice-making condition was superior to baseline and yoked control phases as determined by levels of task engagement and disruptive behavior. The findings of the two analyses contribute information relevant to students with emotional and behavioral disorders, and to a growing literature on the desirable effects of choice making for students with disabilities and challenging behaviors.
两项分析研究了选择对有情绪和行为障碍的小学生反应的影响。在第一项分析中，给2名参与者提供了学术任务菜单中的选择，所有这些任务分别与他们在英语和拼写方面的教育目标相关。反转设计表明，选择条件增加了两名学生的任务参与度并减少了破坏性行为。对第三名学生进行了额外分析，以进一步区分选择的影响和偏好。在这项研究中，无选择阶段之一与先前的选择条件相关联。该分析表明，根据任务参与度和破坏性行为水平，选择条件优于基线和关联控制阶段。这两项分析的结果为有情绪和行为障碍的学生提供了相关信息，并为关于选择对残疾学生和具有挑战性的行为的有益影响的不断增长的文献做出了贡献。
