Lerman D C, Iwata B A, Rainville B, Adelinis J D, Crosland K, Kogan J
Department of Psychology, Louisiana State University, Baton Rouge 70803, USA.
J Appl Behav Anal. 1997 Fall;30(3):411-22. doi: 10.1901/jaba.1997.30-411.
The effects of reinforcement choice on task performance were examined with 6 individuals who had been diagnosed with severe to profound mental retardation. Five highly preferred items were identified for each participant via stimulus preference assessments. Participants then were exposed to choice and no-choice conditions that were alternated within reversal and multielement designs. During choice sessions, participants were permitted to select between two preferred stimuli contingent on responding. During no-choice sessions, the therapist delivered a single item contingent on responding. Preference for the stimuli was held constant across conditions by yoking the items delivered during no-choice sessions to those selected during the immediately preceding choice sessions. All participants exhibited similar rates of responding across choice and no-choice conditions. These findings indicate that for individuals with severe disabilities, access to choice may not improve task performance when highly preferred items are already incorporated into instructional programs.
通过对6名被诊断为重度至极重度智力障碍的个体进行研究，考察了强化物选择对任务表现的影响。通过刺激偏好评估为每位参与者确定了5个高度偏好的物品。然后，参与者被置于选择和无选择条件下，这两种条件在反转设计和多元素设计中交替出现。在选择环节，参与者可以根据反应在两个偏好刺激之间进行选择。在无选择环节，治疗师根据反应提供单个物品。通过将无选择环节提供的物品与紧接在前的选择环节中选择的物品进行匹配，使各条件下对刺激的偏好保持不变。所有参与者在选择和无选择条件下表现出相似的反应率。这些发现表明，对于重度残疾个体，当高度偏好的物品已纳入教学计划时，给予选择机会可能不会提高任务表现。
