基于假设的针对学校环境中发育障碍者发脾气行为的干预措施。
Hypothesis-based interventions for tantrum behaviors of persons with developmental disabilities in school settings.
作者信息
Repp A C, Karsh K G
机构信息
Department of Educational Psychology, Counseling and Special Education, Northern Illinois University, DeKalb 60115.
出版信息
J Appl Behav Anal. 1994 Spring;27(1):21-31. doi: 10.1901/jaba.1994.27-21.
Abstract
We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no-demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subjects.
摘要
我们对两名发育障碍学生在课堂环境中的问题行为进行了功能评估。评估结果表明，尽管在有要求的情况下发脾气的次数比无要求的情况下更多，但行为的功能是获得关注（正强化）而非避免或逃避要求（负强化）；有要求的情况显然对获得关注起到了辨别作用。因此，干预基于正强化假设，两名受试者的发脾气行为都大幅减少。
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