Vaughn B J, Horner R H
University of Oregon, USA.
J Appl Behav Anal. 1997 Summer;30(2):299-311; quiz 312. doi: 10.1901/jaba.1997.30-299.
Levels of problem behavior were assessed when 4 students with severe disabilities received instruction on preferred versus nonpreferred tasks and when tasks of each type were chosen by the teacher rather than by the student. In Phase 1, interview and direct observation assessments were conducted to identify relative preferences for academic tasks. In Phase 2, the effects of these lower preference and higher preference tasks on the rate of problem behavior were evaluated using a multielement design. The results showed that lower preference tasks were associated with higher rates of problem behaviors and that students, when given a choice, consistently selected the tasks that had been identified through interview and direct observation as higher preference. In Phase 3, we assessed whether allowing the students to choose between pairs of lower preference tasks or between pairs of higher preference tasks reduced problem behavior relative to a condition in which the teacher selected the same tasks. For 2 of 4 students, the rates of problem behavior were lower when students (rather than the teacher) selected the lower preference activity. Higher preference tasks for 3 students were associated with relatively low rates of problem behavior regardless of whether the student or the teacher selected the task.
当4名重度残疾学生接受关于偏好任务与非偏好任务的教学时，以及当每种类型的任务由教师而非学生选择时，对问题行为水平进行了评估。在第1阶段，进行了访谈和直接观察评估，以确定对学业任务的相对偏好。在第2阶段，使用多元素设计评估了这些低偏好任务和高偏好任务对问题行为发生率的影响。结果表明，低偏好任务与较高的问题行为发生率相关，并且当给予选择时，学生始终选择通过访谈和直接观察确定为高偏好的任务。在第3阶段，我们评估了相对于教师选择相同任务的情况，允许学生在低偏好任务对或高偏好任务对之间进行选择是否会减少问题行为。对于4名学生中的2名，当学生（而非教师）选择低偏好活动时，问题行为发生率较低。无论任务是由学生还是教师选择，3名学生的高偏好任务与相对较低的问题行为发生率相关。
