自闭症青少年所表现出的情感行为的训练与泛化。
Training and generalization of affective behavior displayed by youth with autism.
作者信息
Gena A, Krantz P J, McClannahan L E, Poulson C L
出版信息
J Appl Behav Anal. 1996 Fall;29(3):291-304. doi: 10.1901/jaba.1996.29-291.
Abstract
The purpose of this study was to teach contextually appropriate affective behavior to 4 youths with autism. Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred.
摘要
本研究的目的是向4名自闭症青少年教授符合情境的情感行为。治疗包括在情感行为的多个反应类别中采用多基线设计引入的示范、提示和强化。在治疗期间，言语表扬和代币奖励取决于训练试验中的适当情感反应。示范和言语提示用作纠正程序。每个青少年接受了三到四个反应类别的治疗。治疗使所有4名参与者在反应类别中的反应系统性增加，且效果特定于接受治疗的情感反应类别。治疗效果在未经训练的场景、治疗师、时间和环境中均有出现，表明已发生泛化。
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