比较针对多动学龄前儿童的治疗策略：兴奋剂药物治疗与教师程序化干预。
Comparing treatment tactics with a hyperactive preschool child: stimulant medication and programmed teacher intervention.
作者信息
Shafto F, Sulzbacher S
出版信息
J Appl Behav Anal. 1977 Spring;10(1):13-20. doi: 10.1901/jaba.1977.10-13.
Two treatment tactics, food and praise contingent on appropriate play and varying doses of methylphenidate (Ritalin), were evaluated for their effects on a preschool child's activity changes. In addition, other social, verbal, and academic behaviors were monitored to examine possible side effects of the two treatment tactics. Fewer free-play activity changes occurred during contingent reinforcement phases while medication had variable effects: increasing attention to tasks but, at higher doses, decreasing intelligibility of speech and responsiveness to mands. The study outlines a replicable model for comparing medication with alternative behavioral strategies to control hyperactivity and enhance skill development.
评估了两种治疗策略，即依据适当游戏给予食物和表扬以及不同剂量的哌甲酯（利他林），考察它们对一名学龄前儿童活动变化的影响。此外，还监测了其他社交、语言和学业行为，以检查这两种治疗策略可能产生的副作用。在偶然强化阶段，自由游戏活动的变化较少，而药物的效果则各不相同：提高了对任务的注意力，但在高剂量时，会降低言语清晰度和对指令的反应能力。该研究概述了一个可复制的模型，用于比较药物治疗与替代性行为策略，以控制多动并促进技能发展。
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