Cavalier A R, Ferretti R P, Hodges A E
Department of Educational Studies, University of Delaware, Newark 19716, USA.
Res Dev Disabil. 1997 May-Jun;18(3):167-78. doi: 10.1016/s0891-4222(96)00045-5.
Students with disabilities who are served in restrictive educational settings often display inappropriate behavior that serves to preclude their integration into the mainstream. One approach to managing difficult behavior is a levels system (Smith & Farrell, 1993), which typically consists of a hierarchy of levels in which students must meet increasingly demanding standards of behavior before advancing through the hierarchy. In the present study, two middle-school students with learning disabilities participated in a classroom-wide token economy based on a levels system. The levels system, which was used in a self-contained classroom, targeted the acquisition and maintenance of academic skills and social behaviors with the goal of integrating these students into an inclusive classroom. The two participants showed little or no progress within the levels system because of a very high rate of inappropriate verbalizations. Therefore, a self-management system that involved training on the accuracy of self-recording these verbalizations was added to the levels system for these students. In addition, the investigator discussed with these students the consequences of inappropriate behavior and socially appropriate behavioral alternatives. A multiple-baseline-across-subjects experimental design revealed that the intervention resulted in a substantive reduction in inappropriate verbalizations, as well as greater progress through the levels system. Implications of these findings for the use of self-recording within a token economy, the importance of students' accuracy of self-recording, and methodological issues are discussed.
在限制性教育环境中接受教育的残疾学生常常表现出不当行为，这阻碍了他们融入主流教育。一种管理困难行为的方法是等级系统（史密斯和法雷尔，1993年），该系统通常由一系列等级组成，学生必须在行为上达到越来越高的要求标准才能在等级中晋升。在本研究中，两名有学习障碍的中学生参与了基于等级系统的全班范围的代币制经济。该等级系统在一个独立的教室里使用，目标是获取和维持学术技能及社会行为，目的是将这些学生融入一个包容性课堂。由于不当言语的发生率非常高，这两名参与者在等级系统中几乎没有取得进展。因此，针对这些学生，在等级系统中增加了一个自我管理系统，该系统包括对自我记录这些言语准确性的训练。此外，研究者与这些学生讨论了不当行为的后果以及社会适宜的行为替代方式。一项跨被试多基线实验设计表明，该干预措施使不当言语大幅减少，并且在等级系统中取得了更大进展。本文讨论了这些研究结果对于在代币制经济中使用自我记录的意义、学生自我记录准确性的重要性以及方法学问题。
