MacDuff G S, Krantz P J, McClannahan L E
Princeton Child Development Institute, New Jersey 08540.
J Appl Behav Anal. 1993 Spring;26(1):89-97. doi: 10.1901/jaba.1993.26-89.
We used a graduated guidance procedure to teach 4 boys with autism to follow photographic activity schedules to increase on-task and on-schedule behavior. The multiple baseline across participants design included baseline, teaching, maintenance, resequencing of photographs, and generalization to novel photographs phases. The results indicated that photographic activity schedules (albums depicting after-school activities) produced sustained engagement, and skills generalized to a new sequence of photographs and to new photographs. The acquisition of schedule-following skills enabled these children with severe developmental disabilities to display lengthy response chains, independently change activities, and change activities in different group home settings in the absence of immediate supervision and prompts from others.
我们采用了一种循序渐进的指导程序，来教导4名患有自闭症的男孩遵循摄影活动时间表，以增加任务执行和按时行为。跨参与者的多基线设计包括基线、教学、维持、照片重新排序以及向新照片阶段的泛化。结果表明，摄影活动时间表（描绘课后活动的相册）产生了持续的参与度，并且技能能够泛化到新的照片序列和新照片上。遵循时间表技能的习得，使这些患有严重发育障碍的儿童能够展现出冗长的反应链，独立地改变活动，并在没有他人即时监督和提示的情况下，在不同的集体家庭环境中改变活动。
