对哌甲酯作为某些常见课堂强化物的潜在建立性操作的评估。
An evaluation of methylphenidate as a potential establishing operation for some common classroom reinforcers.
作者信息
Northup J, Fusilier I, Swanson V, Roane H, Borrero J
机构信息
Department of Psychology, Louisiana State University, Baton Rouge 70803, USA.
出版信息
J Appl Behav Anal. 1997 Winter;30(4):615-25. doi: 10.1901/jaba.1997.30-615.
Abstract
We conducted reinforcer assessments for 3 boys with a diagnosis of attention deficit hyperactivity disorder who alternately received either placebo or previously prescribed methylphenidate. Our purpose was to evaluate whether methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs (e.g., activities, tangible items). Results showed clear differences for some stimuli between reinforcer assessments conducted when participants had received methylphenidate compared to placebo. Results suggest that methylphenidate might act as an establishing operation for some common classroom reinforcers. Implications for the development and evaluation of behavioral treatments are discussed.
摘要
我们对3名被诊断为注意力缺陷多动障碍的男孩进行了强化物评估，他们交替接受安慰剂或先前开具的哌甲酯。我们的目的是评估哌甲酯是否会改变课堂行为治疗项目中常用的各种刺激物（如活动、有形物品）的相对强化效果。结果显示，与接受安慰剂相比，参与者接受哌甲酯时进行的强化物评估中，某些刺激物存在明显差异。结果表明，哌甲酯可能对一些常见的课堂强化物起到建立操作的作用。本文讨论了对行为治疗发展和评估的启示。
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